Husserl’s notion of “sense” has often been interpreted through a Fregean lens. I will show that Husserl saw it as an acquaintance with the background or horizon of perceptual objects. He understands reason (Vernunft) as prescribing rules for performance with regard to perceptual objects. Thus Husserl’s view has a wider scope of experience than Kant’s sense of it as a pre-reflective acquaintance with one’s environment. After Ideas I Husserl develops these notions as part of his theory of the intersubjective world. (...) Heidegger takes over the insights of Husserl and brings out the performative turn inherent in phenomenology by critiquing Husserl’s orientation to theoretical perceptual experience. The reference of performative expressions is not determined by the contents but by performance. What is disclosed in the phenomenological notion of sense is the background against which human existence is to be understood. (shrink)

Previous studies have suggested that musical training in childhood is beneficial for sociability. However, it remains unclear how age of onset of group music lessons is associated with the late sociability of children from a long-term perspective. This study investigated associations between group music lessons conducted at a music school and children’s levels of sociability by focusing on the age of onset of the lessons. We conducted a survey of 276 children aged 4–5 years (M = 58.5 months) and 6–7 (...) years (M = 82.7 months) who commenced music lessons at ages 1, 2, 4, and 6 years. We found that (1) the empathy scores of children aged 6–7 years who began lessons when 1-year-old were greater than those who began lessons when 4-years-old, (2) the communication scores of children aged 4–5 years who began lessons when 1-year-old were greater than those who began lessons when older than 1 year, and (3) the empathy and extraversion scores were high in those aged 6–7 years who began lessons in that age range. The results suggest that early onset of music lessons could positively influence children’s sociability; in contrast, after about age 7 years, children who already had high sociability may be more inclined to select group music lessons. By focusing on the impact of regular group music lessons from a very young age on later levels of sociability, these results further elucidate the effects of musical lessons. In sum, participation in group music lessons 2–4 times per month can be effective social training for very young children and foster their later sociability. (shrink)

In this paper, I will focus on the phenomenological notion of sense which Husserl calls in Ideen I noematic sense. My reading of Ideen I is based on the interpretation of noema as “object as it is intended”. This notion is developed from “filling sense” in LU. Similar to the Russellian “knowledge by acquaintance”, Husserl means by this notion the direct intuitive acquaintance with an intentional object. However, unlike Russell, Husserl doesn’t restrict this notion to sense data, but extend it (...) to the acquaintance with the perspective way of appearance of an intentional object (Erscheinungsweise, Abschattungen). This is because, unlike Frege, Husserl includes not only intension (Materie), but also illocutionary force (Aktqualität) into his notion of sense (LU, 6. Untersuchung, p. 617). This performative notion of sense requires him to take account of the acquaintance with the background of speech acts as a constitutive part of the broadest notion of sense (Ideen I, p. 233f., 322). If a conjecture e.g. about the back side of a cube: “the back side must be a square”, changes through a perception into a claim about it: “this side is indeed a square”, the change of the illocutionary forces, that is, the “filling sense” of the perception is expressed not by intentional materials (side, square etc.), but by indexicals, modal verbs or tenses, which are understood in a direct acquaintance with the perspective appearance of the cube. Thus, “the changing noematic way of appearance of the whole object as sense” (Husserliana vol. XI, p. 333) is the background or horizon, in implicit acquaintance with which illocutionary forces (Aktqualität in LU, noetischer Charakter in Ideen I) of propositional attitudes towards perceptual objects can be understood. (shrink)

Abstract: Die Geisteswissenschaften grenzen sich von den physikalischen Naturwissenschaften durch ihre Bezogenheit auf das menschliche Leben ab. „Covering laws“ können zwar menschliche Handlungen statistisch erklären, aber dabei wird die Subjektivität einzelner Handelnder nicht berücksichtigt. Dagegen kann die Einfühlung oder der Nachvollzug als hermeneutische Methode der Geisteswissenschaften für eine Theorie der Zuschreibung der Ich-Stellungnahme gehalten werden. Bei dieser Zuschreibung handelt es sich aber nicht um die im solipsistischen Bewusstsein abgekapselte Subjektivität, sondern um die lebensweltliche Subjektivität des im eigenen Leib verkörperten Ichs. (...) Die Lebenswelt lässt sich als intersubjektiv geteilter Hintergrund des Sprechaktes verkörperter Ichs interpretieren. In diesem Sinne basiert die Logik der Geisteswissenschaften auf der lebensweltlichen Subjektivität. (shrink)

Was heißt die existenziale Analytik? Um diese Grundfrage der Fundamentalontologie zu beantworten, geht der Autor von der Problematik des Ich-Sagens aus. Während der Marburger Vorlesungen entstand der Begriff Dasein durch Heideggers Umdeutung der aristotelischen Seele anhand des leiblich-lebensweltlichen Subjektivitätsbegriffs Husserls. Dabei entwickelte Heidegger mittels des Diltheyschen Begriffs Bedeutsamkeit das Noema als Zeug hermeneutisch weiter. Um das Sein eines Ich durch Handlungsprädikate auszulegen, ist es notwendig, mit der Bedeutsamkeit der Welt vorbegrifflich vertraut zu sein. Das Verstehen als Weltvertrautheit ist das Existenzial, (...) d. h. die Bedingung der Möglichkeit für das Ich-Sagen. So schlägt der Autor vor, die Schemata: Das Umwillen seiner , das Wovor und das Um-zu als Schematismus der Handlung zu deuten. Darüber hinaus wird untersucht, warum die geschichtliche Rationalität trotz seiner Aufnahme der praktischen Philosophie Aristoteles’ und Kants von Heidegger vernachlässigt wurde. (shrink)

Human B cell stimulatory factor 2 (originally designated BSF2) was initially characterized and isolated as a T cell‐derived factor that caused the terminal maturation of activated B cells to immunoglobulin producing cells. Molecular cloning of the cDNA has revealed that BSF2 is identical with 26 kD protein, interferon β2, plasmacytoma growth factor and hepatocyte stimulating factor and the designation “IL‐6” has been proposed for this molecule. It is now known that BSF2/IL‐6 has a wide variety of biological functions and that (...) abnormal regulation of BSF2/IL‐6 expression may be related to the pathogenesis of certain autoimmune diseases such as rheumatoid arthritis and multiple myeloma. (shrink)

Recent progress in our understanding of mitotic chromosome dynamics has been accelerated by the identification of two essential protein complexes, cohesin and condensin. Cohesin is required for holding sister chromatids (duplicated chromosomes) together from S phase until the metaphase‐to‐anaphase transition. Condensin is a central player in chromosome condensation, a process that initiates at the onset of mitosis. The main focus of this review is to discuss how the mitotic metaphase chromosome is assembled and shaped by a precise balance between the (...) cohesion and condensation machineries. We argue that, in different eukaryotic organisms, the balance of cohesion and condensation is adjusted in such a way that the size and shape of the resulting chromosomes are best suited for their accurate segregation. BioEssays 23:924–935, 2001. © 2001 John Wiley & Sons, Inc. (shrink)