This article argues for the value of working with conflicts in social practice as resources for collaboration, learning and development. The interest in conflicts in social practice is rooted in a preoccupation with social power relations and how to understand and analyse power relations from a subject-science perspective. Following this interest, a methodological framework, best described as a kind of ‘mobile ethnography’, is discussed and exemplified through an empirical example. A preliminary conceptual framework for understanding power as a capacity for (...) action is presented. The overarching ambition of the article is to consider what democratic collaboration and coexistence entails and how it might be supported conceptually and analytically by the notion of conflicts as heuristics for social inquiry and by the notion of power as a capacity for action and social participation. (shrink)

Im Zuge der fortschreitenden Globalisierung der Wirtschaft kooperieren Wirtschaftsakteure immer häufiger mit Partnern in anderen Teilen der Welt, die anderen kulturellen Rahmenbedingungen verpflichtet sind. Dabei treten oft Handlungs- und Normkonflikte auf. Das vorliegende Buch behandelt diese transkulturellen Wertekonflikte aus unterschiedlichen philosophischen und wirtschaftsethischen Perspektiven: Grundsatzfragen der Transkulturalität, wie die Gefahr des Verlusts des Fremden werden ebenso behandelt wie der mögliche Umgang mit transkulturellen Wertekonflikten oder die Frage nach einer ökonomischen Moral. Ein besonderer Schwerpunkt wird auf den Aspekt des Kulturwandels und (...) des Kulturrelativismus gelegt. Konkrete Beispiele und empirische Studienergebnisse, etwa zu den deutsch-russischen Wirtschaftsbeziehungen, der Wirtschaft in Südkorea oder den Wertedifferenzen in einem multinationalen Unternehmen machen die Beiträge auch für die wirtschaftsethische Praxis relevant. TOC:K. Röttgers: Der Verlust des Fremden.- C. Hubig: Transkulturelle Wertkonflikte im Spannungsfeld zwischen abstrakter Harmonisierung und Anwendungsdissensen.- H. Busche: Was sind transkulturelle Wertekonflikte? Und inwieweit sind sie lösbar?- P. Koslowski: Wirtschaft als Kultur.- B.P. Priddat: Modernisierung einer Relation: Ökonomie/Moral.- J. Wieland: Die Governance kultureller Diversifität. Resultate einer empirischen Studie über die Bedeutung von Werten in deutsch-russischen Unternehmensbeziehungen.- J. Meran: In the long run we all become Americans. Anmerkungen zum Kulturwandel der Multis.- R. Manstetten/M.-Y. Lee: Zugehörigkeit, Verschuldung und Vermittlung. Zur Ordnung wirtschaftlicher Beziehungen in Südkorea.- M. Kettner: Kultur, Kulturrelativität, Kulturrelativismus. (shrink)

In this paper, we introduce the Societal Readiness Thinking Tool to aid researchers and innovators in developing research projects with greater responsiveness to societal values, needs, and expectations. The need for societally-focused approaches to research and innovation—complementary to Technology Readiness frameworks—is presented. Insights from responsible research and innovation concepts and practice, organized across critical stages of project-life cycles are discussed with reference to the development of the SR Thinking Tool. The tool is designed to complement not only shortfalls in TR (...) approaches, but also improve upon other efforts to integrate RRI, sustainability, and design thinking in research and innovation cycles. Operationalization and early-stage user tests of the Tool are reported, along with discussion of potential future iterations and applications. (shrink)

During the past decade, several governmental reports have discussed how information technology can transform Danish society. Most important among these reports is Digital Denmark from 1999.In this article, the authors examine how to analyze Digital Denmark by considering two strategies for engaging reports. The first aims at uncovering and making explicit hidden assumptions or ideologies in the text. This approach is called “reading against the text.” The second approach—inspired by science, technology, and society studies—considers where a text goes and what (...) it does rather than how to critically interpret it. Texts may be read as material-semiotic actors, having effects on their environment that exceed or bypass discussions of content or motivation. This approach is called “reading with the text,” and the authors argue that traveling with Digital Denmark makes visible the limitations of critical analyses, while adding agency to the report as it moves in between practices. (shrink)

Academic integrity is becoming increasingly important to managing academic institutions. Accordingly there are efforts to uniformly assess campus attitudes to such issues as cheating in assessments along with the policies and procedures in place to address them. This paper seeks to summarize and understand the attitude of the students and academic staff at an Australian university towards academic integrity, as reflected in the results of a campus-wide survey, using both qualitative and quantitative analysis. The main finding of the quantitative results (...) was the disconnect between academic staff and students belief’s about academic honesty and the reactions of students and academics to dishonest behaviour. Four key themes of academic honesty were identified through qualitative analysis, being those of cheating, student, solutions to cheating and general concerns. (shrink)

The hypotheses of weak and strong objectification of quantum mechanical observables, as well as theoretical arguments and experimental evidence against these hypotheses, are systematically reviewed.

'Wessen Wissen?' ist einerseits eine Frage nach Akteur-innen, Körpern, Materialien und Technologien, die in künstlerischen Produktions- und Wissensprozessen miteinander interagieren. Diese lassen sich als Übersetzungen und Transformationen beschreiben, in denen Künstler-nnen längst nicht mehr die einzigen Subjekte des Wissens sind. Denn in den künstlerischen Praktiken des Entwerfens, Skizzierens, Modellierens, Probens und Experimentierens entfalten Medien und Materialien ihre je eigene agentielle Kraft. 'Wessen Wissen?' ist andererseits eine Frage nach der Heterogenität von Wissensformationen in ihren partikularen und partialen Perspektiven, also nach situated (...) knowledges. Damit wird die Vorstellung einer allgemeingültigen, körperlosen, neutralen Objektivität bestritten. Im Gegenzug nimmt das situierte Wissen der Künste für sich in Anspruch, Erkenntnisse hervorzubringen und zur Verfügung zu stellen. Es steht demnach für verkörperte Kenntnisse, die in das Feld des zugelassenen und legitimen Wissens kritisch intervenieren. (shrink)

Excerpt from Die Kosmologie der Babylonier: Studien und Materialien Die vier "weltquadranten und sieben "weltzonen Das Berghaus und das Gedeihhaus (fkur und 'ara) 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)

Ethics, Policy & Environment, Volume 14, Issue 3, Page 313-327, October 2011.

The Ontology for Biomedical Investigations (OBI) is an ontology that provides terms with precisely defined meanings to describe all aspects of how investigations in the biological and medical domains are conducted. OBI re-uses ontologies that provide a representation of biomedical knowledge from the Open Biological and Biomedical Ontologies (OBO) project and adds the ability to describe how this knowledge was derived. We here describe the state of OBI and several applications that are using it, such as adding semantic expressivity to (...) existing databases, building data entry forms, and enabling interoperability between knowledge resources. OBI covers all phases of the investigation process, such as planning, execution and reporting. It represents information and material entities that participate in these processes, as well as roles and functions. Prior to OBI, it was not possible to use a single internally consistent resource that could be applied to multiple types of experiments for these applications. OBI has made this possible by creating terms for entities involved in biological and medical investigations and by importing parts of other biomedical ontologies such as GO, Chemical Entities of Biological Interest (ChEBI) and Phenotype Attribute and Trait Ontology (PATO) without altering their meaning. OBI is being used in a wide range of projects covering genomics, multi-omics, immunology, and catalogs of services. OBI has also spawned other ontologies (Information Artifact Ontology) and methods for importing parts of ontologies (Minimum information to reference an external ontology term (MIREOT)). The OBI project is an open cross-disciplinary collaborative effort, encompassing multiple research communities from around the globe. To date, OBI has created 2366 classes and 40 relations along with textual and formal definitions. The OBI Consortium maintains a web resource providing details on the people, policies, and issues being addressed in association with OBI. (shrink)

The general public in Europe seems tohave lost its confidence in food safety. Theremedy for this, as proposed by the Commissionof the EU, is a scientific rearmament. Thequestion, however, is whether more science willbe able to overturn the public distrust.Present experience seems to suggest thecontrary, because there is widespread distrustin the science-based governmental controlsystems. The answer to this problem is thecreation of an independent scientificFood Authority. However, we argue thatindependent scientific advice alone is unlikelyto re-establish public confidence. It is muchmore (...) important to make the scientific advicetransparent, i.e., to state explicitlythe factual and normative premises on which itis based. Risk assessments are based on arather narrow, but well-defined notion of risk.However, the public is concerned with a broadervalue context that comprises both benefits andrisks. Transparency and understanding of thepublic's perception of food risks is anecessary first step in establishing theurgently required public dialogue about thecomplex value questions involved in foodproduction. (shrink)

Background Inadequate knowledge among health care providers (HCPs) and parents of affected children limits the understanding and utility of secondary genetic findings (SFs) in under-represented populations in genomics research. SFs arise from deep DNA sequencing done for research or diagnostic purposes and may burden patients and their families despite their potential health importance. This study aims to evaluate the perspective of both groups regarding SFs and their choices in the return of results from genetic testing in the context of orofacial (...) clefts.Methods Using an online survey, we evaluated the experiences of 252 HCPs and 197 parents across participating cleft clinics in Ghana and Nigeria toward the return of SFs across several domains.Results Only 1.6% of the HCPs felt they had an expert understanding of when and how to incorporate genomic medicine into practice, while 50.0% agreed that all SFs should be returned to patients. About 95.4% of parents were willing to receive all the information from genetic testing (including SFs), while the majority cited physicians as their primary information source (64%).Conclusions Overall, parents and providers were aware that genetic testing could help in the clinical management of diseases. However, they cited a lack of knowledge about genomic medicine, uncertain clinical utility, and lack of available learning resources as barriers. The knowledge gained from this study will assist with developing guidelines and policies to guide providers on the return of SFs in sub-Saharan Africa and across the continent. (shrink)

Toddlerhood is characterized by rapid development in several domains, such as language, socio-emotional behavior and emerging math skills all of which are important precursors of school readiness. However, little is known about how these skills develop over time and how they may be interrelated. The current study investigates young children’s development at two time points, with about 7 months in between, assessing their language, socio-emotional and math language and numeracy skills with teacher ratings. The sample includes 577 children from 18 (...) until 36 months of age of 86 childcare classrooms. The results of the autoregressive path analyses showed moderate to strong stability of language, socio-emotional and math language and numeracy skills, although the magnitude of associations was smaller for the latter. The cross-lagged path analyses highlighted the importance of language and socio-emotional skills for development in the other domains. Differential relations were found for the autoregressive and cross-lagged paths depending on gender and age. Language skills appeared a stronger predictor of boys’ socio-emotional and math language and numeracy skill development compared to girls. Girls’ socio-emotional skills predicted growth in math. For boys, socio-emotional and math language and numeracy skills appeared to be unrelated. Language skills showed stronger relations with the development of math language and numeracy skills for younger children as compared to older children. Also, for older children math language and numeracy skills negatively predicted growth in their socio-emotional skills. The findings provide more insights in how language, math language and numeracy skills and socio-emotional skills co-develop in the early years and as such have important implications for interventions aimed to support children’s development. (shrink)

The precarious rights of senior citizens, especially those who are highly educated and who are expected to counsel and guide the younger generations, has stimulated the creation internationally of advocacy associations and opinion leader groups. The strength of these groups, however, varies from country to country. In some countries, they are supported and are the focus of intense interest; in others, they are practically ignored. For this is reason we believe that the creation of a network of all these associations (...) is essential. The proposed network would act as a support for the already-existing policies of the United Nations’ High Commission for Human Rights, of independent experts, and of the Global Alliance for the Rights of Older People. All three have long ago recommended the creation of a recognized instrument for uniting presently scattered efforts. The proposed network, therefore, will seek to promote the international exchange of relevant expertise, and it will reinforce the commitments and actions that single countries are currently taking to meet these objectives. For example, informative public events can be organised to promote particular support initiatives and to provide an opportunity for new members of the network to be presented. The network will promote health for senior citizens, disease prevention, senior mobility, safe free time for seniors, alimentary education, protection against new risks and dangers, as well as equity in the services necessary for seniors to adopt new information and communication technologies. In the case of retired academic members, the network will promote equality with respect to continuing use of digital technologies (particularly email), continuing access to research libraries, and the guaranteed ability for seniors to fund their own research programs and to deliver free seminars. (shrink)

The University of Cologne and the international community of researchers in foundations of physics mourn the loss of Peter Mittelstaedt, who passed away on November 21, 2014, after a short period of illness. Peter Mittelstaedt held a chair in theoretical physics at the University of Cologne from 1965 until his retirement in 1995. In addition to his engagement as a scientist and academic teacher he was elected first as Dean of the Faculty of Science and then Rector of (...) the University of Cologne . Subsequently he served as Prorector and Prorector for Research . He was an elected member of l’Académie Internationale de Philosophie des Sciences and founding member and president of the International Quantum Structures Association .Peter Mittelstaedt was born in Leipzig on November 24, 1929. In his childhood home he may already have witnessed the spirit of philosophical discourse about the world-picture of modern physics. For Werner Heis .. (shrink)

This introduction to the Common Knowledge symposium titled “Comparative Relativism” outlines a variety of intellectual contexts where placing the unlikely companion terms comparison and relativism in conjunction offers analytical purchase. If comparison, in the most general sense, involves the investigation of discrete contexts in order to elucidate their similarities and differences, then relativism, as a tendency, stance, or working method, usually involves the assumption that contexts exhibit, or may exhibit, radically different, incomparable, or incommensurable traits. Comparative studies are required to (...) treat their objects as alike, at least in some crucial respects; relativism indicates the limits of this practice. Jensen argues that this seeming paradox is productive, as he moves across contexts, from Lévi-Strauss's analysis of comparison as an anthropological method to Peter Galison's history of physics, and on to the anthropological, philosophical, and historical examples offered in symposium contributions by Barbara Herrnstein Smith, Eduardo Viveiros de Castro, Marilyn Strathern, and Isabelle Stengers. Comparative relativism is understood by some to imply that relativism comes in various kinds and that these have multiple uses, functions, and effects, varying widely in different personal, historical, and institutional contexts that can be compared and contrasted. Comparative relativism is taken by others to encourage a “comparison of comparisons,” in order to relativize what different peoples—say, Western academics and Amerindian shamans—compare things “for.” Jensen concludes that what is compared and relativized in this symposium are the methods of comparison and relativization themselves. He ventures that the contributors all hope that treating these terms in juxtaposition may allow for new configurations of inquiry. (shrink)

This introduction to the Common Knowledge symposium titled “Comparative Relativism” outlines a variety of intellectual contexts where placing the unlikely companion terms comparison and relativism in conjunction offers analytical purchase. If comparison, in the most general sense, involves the investigation of discrete contexts in order to elucidate their similarities and differences, then relativism, as a tendency, stance, or working method, usually involves the assumption that contexts exhibit, or may exhibit, radically different, incomparable, or incommensurable traits. Comparative studies are required to (...) treat their objects as alike, at least in some crucial respects; relativism indicates the limits of this practice. Jensen argues that this seeming paradox is productive, as he moves across contexts, from Lévi-Strauss's analysis of comparison as an anthropological method to Peter Galison's history of physics, and on to the anthropological, philosophical, and historical examples offered in symposium contributions by Barbara Herrnstein Smith, Eduardo Viveiros de Castro, Marilyn Strathern, and Isabelle Stengers. Comparative relativism is understood by some to imply that relativism comes in various kinds and that these have multiple uses, functions, and effects, varying widely in different personal, historical, and institutional contexts that can be compared and contrasted. Comparative relativism is taken by others to encourage a “comparison of comparisons,” in order to relativize what different peoples—say, Western academics and Amerindian shamans—compare things “for.” Jensen concludes that what is compared and relativized in this symposium are the methods of comparison and relativization themselves. He ventures that the contributors all hope that treating these terms in juxtaposition may allow for new configurations of inquiry. (shrink)

The philosophical situation at Copenhagen University in the 1960’s was dominated by two positivists. Th elogical positivist Jørgen Jørgensen – who had written the history of the “movement” – and the legal positivistAlf Ross. There were also two “outsiders”: Peter Zinkernagel, who did more analytical philosophy of language in the British style, and K. Grue Sørensen who was working in the traditions of neo-Kantianism. In 1955 Grue-Sørensen was hired as the first professor in education – after a long controversy (...) about the scientific status ofeducation as a discipline – but with a focus on the history of education. He had received a doctoral degree in philosophy in 1950 with a dissertation on refl exivity as a philosophical concept and a thesis about the reflexivity of consciousness. He was also an objectivist in ethics, and had been critical of the prevalent moral relativism and subjectivism found in recent philosophy. Jørgensen and Ross had done important work on moral argumentation with more technical work on the logic of imperatives and norms. Moral objectivism was not only wrong but in a way also “immoral” because it undermined their belief in democracy. Especially Jørgensen also thought that the idea of reflexivity was wrong when applied to consciousness. Neither statements nor consciousness could be reflexive – that is refer to themselves/itself. The reflexivity of consciousness is – according to Jørgensen – simply not an empirical psychological fact. Grue-Sørensen tried to establish the foundation of a theory of education based both on conceptions of consciousness and of the relation between scientific knowledge – facts – and moral values – in a neo-Kantian fashion. For him the interplay between ethics and knowledge was a central part of a theory of education – a belief due to which he never became a professor of philosophy – having tried many times. These debates in philosophy and in education were superseded in the 1970’s by the rise in influence of the German inspiration from Critical Theory and the demise of logical positivism. (shrink)

In a period of over 50 years, Peter Mittelstaedt has made substantial and lasting contributions to several fields in theoretical physics as well as the foundations and philosophy of physics. Here we present an overview of his achievements in physics and its foundations which may serve as a guide to the bibliography (printed in this Festschrift) of his publications. An appraisal of Peter Mittelstaedt’s work in the philosophy of physics is given in a separate contribution by B. Falkenburg.

There are various perspectives from which the meaning of historicism can be understood. Historically, the interpretation of historicism has predominantly been interested in either questions concerning historical methodology, or the relationship between the natural and human sciences, or the normative consequences of historicism. My intention is not to cast doubt upon the legitimacy of these different research approaches, but rather to supplement them by confronting the meaning of historicism from the perspective of a different question. Did historicism in the late (...) 18th and the early 19th centuries formulate a notion of historical chance or of historical contingency, a notion of what is neither necessary nor impossible in history but rather the result of accident and chance? To answer this question, I begin with Reinhart Koselleck's interpretation of historicism presented in two rather short essays, "Der Zufall als Motivationsrest in der Geschichtsschreibung" and "Über die Verfügbarkeit von Geschichte". In the next step of my analysis, I confront Koselleck's interpretation of the historicist sensibility for contingency and chance with Odo Marquard's conceptual distinction between two notions of contingency and chance. This line of argumentation gives rise to a definition of historicism as a theoretical sensibility for the "fatefully accidental" (Marquard). I further support this claim with an analysis of Savigny's legal history, of Schleiermacher's theology and of the "anti-Faustian" (Werner Busch) art of Caspar David Friedrich. Historicism ultimately teaches us that history is never the exact outcome of the intentions of historical actors. Though human beings undeniably act in history, they cannot make history or at least cannot make it as they please. It is in this regard that I find, in my concluding remarks, Hermann Lübbe's description of historicism as a "sermon of human finitude" to be wholly accurate. (shrink)

The aim of this paper is to formulate and study two weak axiom systems for the conceptual framework of constructive set theory . Arithmetical CST is just strong enough to represent the class of von Neumann natural numbers and its arithmetic so as to interpret Heyting Arithmetic. Rudimentary CST is a very weak subsystem that is just strong enough to represent a constructive version of Jensenʼs rudimentary set theoretic functions and their theory. The paper is a contribution to the study (...) of formal systems for CST that capture significant stages in the development of constructive mathematics in CST. (shrink)

We survey the definition and fundamental properties of the family of short core models, which extend the core model K of Dodd and Jensen to include α-sequences of measurable cardinals . The theory is applied to various combinatorial principles to get lower bounds for their consistency strengths in terms of the existence of sequences of measurable cardinals. We consider instances of Chang's conjecture, ‘accessible’ Jónsson cardinals, the free subset property for small cardinals, a canonization property of ω ω , (...) and a non-closure property of elementary embeddings of the universe. In some cases, equiconsistencies are obtained. (shrink)

We give the proof of a theorem of Jensen and Zeman on the existence of a global □ sequence in the Core Model below a measurable cardinal κ of Mitchell order ) equal to κ++, and use it to prove the following theorem on mutual stationarity at n.Let ω1 denote the first uncountable cardinal of V and set to be the class of ordinals of cofinality ω1.TheoremIf every sequence n m. In particular, there is such a model in which (...) for all sufficiently large m<ω, the class of measurables λ with oM≥ωm is, in V, stationary below m+2. (shrink)

We present here an approach to the fine structure of L based solely on elementary model theoretic ideas, and illustrate its use in a proof of Global Square in L. We thereby avoid the Lévy hierarchy of formulas and the subtleties of master codes and projecta, introduced by Jensen [3] in the original form of the theory. Our theory could appropriately be called ”Hyperfine Structure Theory”, as we make use of a hierarchy of structures and hull operations which refines (...) the traditional Lα -or Jα-sequences with their Σn-hull operations.§1. Introduction. In 1938, K. Gödel defined the model L of set theory to show the relative consistency of Cantor's Continuum Hypothesis. L is defined as a unionof initial segments which satisfy: L0 = ∅, Lλ = ∪α<λLα for limit ordinals λ, and, crucially, Lα + 1 = the collection of 1st order definable subsets of Lα. Since every transitive model of set theory must be closed under 1st order definability, L turns out to be the smallest inner model of set theory. Thus it occupies the central place in the set theoretic spectrum of models.The proof of the continuum hypothesis in L is based on the very uniform hierarchical definition of the L-hierarchy. The Condensation Lemma states that if π : M → Lα is an elementary embedding, M transitive, then some ; the lemma can be proved by induction on α. If a real, i.e., a subset of ω, is definable over some Lα,then by a Löwenheim-Skolem argument it is definable over some countable M as above, and hence over some, < ω1. This allows one to list the reals in L in length ω1 and therefore proves the Continuum Hypothesis in L. (shrink)

We present here an approach to the fine structure of L based solely on elementary model theoretic ideas, and illustrate its use in a proof of Global Square in L. We thereby avoid the Lévy hierarchy of formulas and the subtleties of master codes and projecta, introduced by Jensen [3] in the original form of the theory. Our theory could appropriately be called ”Hyperfine Structure Theory”, as we make use of a hierarchy of structures and hull operations which refines (...) the traditional Lα -or Jα-sequences with their Σn-hull operations.§1. Introduction. In 1938, K. Gödel defined the model L of set theory to show the relative consistency of Cantor's Continuum Hypothesis. L is defined as a unionof initial segments which satisfy: L0 = ∅, Lλ = ∪α<λLα for limit ordinals λ, and, crucially, Lα + 1 = the collection of 1st order definable subsets of Lα. Since every transitive model of set theory must be closed under 1st order definability, L turns out to be the smallest inner model of set theory. Thus it occupies the central place in the set theoretic spectrum of models.The proof of the continuum hypothesis in L is based on the very uniform hierarchical definition of the L-hierarchy. The Condensation Lemma states that if π : M → Lα is an elementary embedding, M transitive, then some ; the lemma can be proved by induction on α. If a real, i.e., a subset of ω, is definable over some Lα,then by a Löwenheim-Skolem argument it is definable over some countable M as above, and hence over some, < ω1. This allows one to list the reals in L in length ω1 and therefore proves the Continuum Hypothesis in L. (shrink)

We present here an approach to the fine structure of L based solely on elementary model theoretic ideas, and illustrate its use in a proof of Global Square in L. We thereby avoid the Lévy hierarchy of formulas and the subtleties of master codes and projecta, introduced by Jensen [3] in the original form of the theory. Our theory could appropriately be called ”Hyperfine Structure Theory”, as we make use of a hierarchy of structures and hull operations which refines (...) the traditional Lα -or Jα-sequences with their Σn-hull operations.§1. Introduction. In 1938, K. Gödel defined the model L of set theory to show the relative consistency of Cantor's Continuum Hypothesis. L is defined as a unionof initial segments which satisfy: L0 = ∅, Lλ = ∪α<λLα for limit ordinals λ, and, crucially, Lα + 1 = the collection of 1st order definable subsets of Lα. Since every transitive model of set theory must be closed under 1st order definability, L turns out to be the smallest inner model of set theory. Thus it occupies the central place in the set theoretic spectrum of models.The proof of the continuum hypothesis in L is based on the very uniform hierarchical definition of the L-hierarchy. The Condensation Lemma states that if π : M → Lα is an elementary embedding, M transitive, then some ; the lemma can be proved by induction on α. If a real, i.e., a subset of ω, is definable over some Lα,then by a Löwenheim-Skolem argument it is definable over some countable M as above, and hence over some, < ω1. This allows one to list the reals in L in length ω1 and therefore proves the Continuum Hypothesis in L. (shrink)

The problem -- The text -- Inclinations -- Good -- Nature -- The will -- Ought -- Obligation -- Principles -- Action.

This introduction to the history, philosophy and methodology of human geography explores complex ideas in an intelligible and accessible style. It takes into account the new developments in geographical thought and methods.