This paper defends a deontological egalitarianism in the ethics of future generations. Concerns about the non-identity problem have been taken as a reason to develop sufficientarian approaches to intergenerational justice. This paper argues for a solution to the non-identity problem that refers to the claims of future persons. In principle, the content of these claims could be spelled out with a sufficientarian and an egalitarian approach. What speaks against sufficientarianism, however, is that the sufficiency threshold, unless it is set very (...) low, would have to be set arbitrarily. The hidden justification behind a higher threshold would be egalitarian. It draws its plausibility from the justified belief that future persons have a claim on us that we leave equally valuable shares of natural resources to them. (shrink)

The assumption that students are differently talented often underlies the public and philosophical debate about the justice of school systems. It is striking that despite the centrality of the notion of ‘talent’ in these debates, the concept is hardly ever explicated. I will suggest two explications: First, philosophers who point to different talents often assume that these are somehow fixed potentials that pose limits to what someone can achieve. According to this understanding, no matter how hard someone tries, she simply (...) cannot perform well due to a lack of talent. Second, talking about different talents can be understood as saying that two students who will receive the same amount of educational resources are nevertheless expected to perform differently in the future. In the public as well as the philosophical debate it is common to assume that educational prospects should be equalized when it comes to unequal social backgrounds, but not when it comes to unequal talents. In this paper, I put into question three reasons that could speak in favor of this assumption: the first refers to the connection between talents and limits, the second to the relation between talents and the transformation of resources and the last one to the idea that talents somehow go back to the person’s true self. (shrink)

The assumption that students are differently talented often underlies the public and philosophical debate about the justice of school systems. It is striking that despite the centrality of the notion of ‘talent’ in these debates, the concept is hardly ever explicated. I will suggest two explications: First, philosophers who point to different talents often assume that these are somehow fixed potentials that pose limits to what someone can achieve. According to this understanding, no matter how hard someone tries, she simply (...) cannot perform well due to a lack of talent. Second, talking about different talents can be understood as saying that two students who will receive the same amount of educational resources are nevertheless expected to perform differently in the future. In the public as well as the philosophical debate it is common to assume that educational prospects should be equalized when it comes to unequal social backgrounds, but not when it comes to unequal talents. In this paper, I put into question three reasons that could speak in favor of this assumption: the first refers to the connection between talents and limits, the second to the relation between talents and the transformation of resources and the last one to the idea that talents somehow go back to the person’s true self. (shrink)

Revision of the author's Habilitationsschrift--Geottingen, 2009.

Humanitarian interventions aim at saving human lives, but they also take human lives. The death of innocent people is an unintended but foreseen consequence of military actions. Can this be morally justified? Those who argue from a deontological perspective and give an affirmative answer to this question, point to the Principle of Double Effect (PDE). Others, also arguing from a deontological perspective, nevertheless reject the PDE and give a negative answer to the above question. In this paper I argue that (...) an adequate interpretation of the PDE brings these two positions closer together. A deontological (rather than the prevalent consequentialist) interpretation of the reference to proportionality within the PDE should bring even the proponents of the PDE to an approximately pacifist position. (shrink)

The development of reasoning skills is often regarded as a central goal of ethics and philosophy classes in school education. In light of recent studies from the field of moral psychology, however, it could be objected that the promotion of such skills might fail to meet another important objective, namely the moral education of students. In this paper, I will argue against such pessimism by suggesting that the fostering of reasoning skills can still contribute to the aims of moral education. (...) To do so, I will engage with the concept of moral education, point out different ways in which reasoning skills play an essential role in it, and support these considerations by appealing to further empirical studies. My conclusion will be that the promotion of ethical reasoning skills fulfils two important aims of moral education: First, it enables students to critically reflect on their ethical beliefs. Second, it allows them to explore ethical questions in a joint conversation with others. Lastly, I will refer to education in the field of sustainable development in order to exemplify the importance of these abilities. (shrink)

The development of reasoning skills is often regarded as a central goal of ethics and philosophy classes in school education. In light of recent studies from the field of moral psychology, however, it could be objected that the promotion of such skills might fail to meet another important objective, namely the moral education of students. In this paper, I will argue against such pessimism by suggesting that the fostering of reasoning skills can still contribute to the aims of moral education. (...) To do so, I will engage with the concept of moral education, point out different ways in which reasoning skills play an essential role in it, and support these considerations by appealing to further empirical studies. My conclusion will be that the promotion of ethical reasoning skills fulfils two important aims of moral education: First, it enables students to critically reflect on their ethical beliefs. Second, it allows them to explore ethical questions in a joint conversation with others. Lastly, I will refer to education in the field of sustainable development in order to exemplify the importance of these abilities. (shrink)

In contemporary moral philosophy, philosophers turn to biological research of primatology. Their interest in this biological discipline is based on the assumption that insights from primatology may help explaining morality. This paper goes further into the question of how an explanation of the genesis of our morality may rest on considerations about a psychological altruism among primates. For that, in addition to the recent considerations of Philip Kitcher (1), it proves to be fruitful to refer to David Hume's explication of (...) the genesis of morality (2). In the last section of this paper (3), we can then turn to the question of whether, and if so how, these considerations about the genesis of our morality might bear insights into the validity of moral judgements. German Moralphilosophen setzen sich in jüngster Zeit verstärkt mit der Biologie, und zwar mit Primatologen und deren Forschungen auseinander. Dem liegt die Annahme zugrunde, daß die in der Primatologie gewonnenen Einsichten helfen, moralische Phänomene zu erklären. Dieser Beitrag geht der Frage nach, inwiefern eine Erklärung der Genese unserer Moral von einem psycholo gischen Altruismus unter Primaten ausgehen kann. Hier erweist es sich als hilfreich, zusätzlich zu den zeitgenössischen Überlegungen Philip Kitchers (1) auf David Humes Erklärung der Genese unserer Moral zurückzukommen (2). Im letzten Abschnitt dieses Beitrags (3) geht es dann um die Frage, was sich aus diesen Überlegungen zur Genese unserer Moral für deren Geltung ergibt. (shrink)

Tieren, UmweltUmweltethikPflanzenPflanze, Ökosystemen, Arten oder der ganzen Natur wirdStatus, moralischer in der tier- und umweltethischenPflichtgegenüber Tieren Diskussion ein eigener moralischer Status zuerkannt. Wir haben demnach nicht lediglich Pflichten gegenüber anderen Menschen, sondern auch gegenüber der Natur. In der DiskussionPflichtgegenüber der Natur um den moralischen Status von Tieren, Lebewesen und der Natur geht es einerseits um die Frage, wer überhaupt einen eigenen moralischen Status hat, also z. B. nur Tiere oder auch Pflanzen. Weiterhin wird diskutiert, welche moralischen Forderungen mit diesem Status (...) verbunden sindSchmerzvon Tieren. In der Begründung solcher Forderungen lassen sich verschiedene Herangehensweisen unterscheiden. Die so genannte „Ausdehnungsstrategie“ weitet moralisch relevante Überlegungen, die für den Umgang mit Menschen charakteristisch sind, auf die nicht-menschliche Natur aus. Dabei wird z. B. betont, dass auch Tiere über diejenigen Eigenschaften verfügen, die wir im Umgang mit anderen Menschen für moralisch relevant erachten. Diesen Fokus auf moralisch relevante Eigenschaften lehnen Kritiker dieser Strategie ab und schlagen stattdessen Alternativen zur Ausdehnungsstrategie vor. (shrink)

The education system is faced with many demands of justice. What these demands imply and how they are justified is, however, disputed. In this book, international contributors present cutting edge research to discuss the relationship between educational justice and the value of education. By combining reflections on educational justice with reflections on the human good and the aims of education, the book reveals that it is not enough to assess certain patterns of distribution; the value of what is to be (...) distributed must also be clarified. In this respect, deliberations about the value of education have to play an integral part in giving an account of educational justice. Questions addressed in the volume include: - In what sense should justice, fairness and equality be realised in the education system? - How is educational equality related to equality of opportunity? - Is the main concern that everyone should be educated equally well – or just well enough? Education, Justice and the Human Good discusses the positional value of education and its relation to educational justice, emphasising that education is valuable not only for competitive reasons, but in its contribution to human flourishing. The book will appeal to those from the field of the philosophy of education as well as applied political philosophy, from undergraduates to professional academics. (shrink)

Do we endanger peace by placing ourselves morally above others? Rudiger Bittner's pacifism is based on a general advocacy of peacefulness - and a warning against the corrupting influence of morality. It seems, however, that pacifists themselves need to make moral judgments. In the following, I will show that Bittner's critique of morality is well suited to guide the pacifist in deciding whether, when and how to deliver moral judgments.

Depression experienced by older adults is proving an increasing global health burden, with rates generally 7% and as high as 27% in the USA. This is likely to significantly increase in coming years as the number and proportion of older adults in the population rises all around the world. Therefore, it is imperative that the effectiveness of approaches to the prevention and treatment of depression are understood. Creative arts interventions, including art, dance movement, drama and music modalities, are utilised internationally (...) to target depression and depressive symptoms in older adults. This includes interventions led by trained arts therapists as well as other health and arts professionals. However, to date there has not been a systematic review that reports effects and examines the processes (why) and mechanisms (how) of creative arts interventions are used to address depression in this older age group. This systematic review of studies on creative arts interventions for older adults experiencing depression examined: outcomes of four creative arts modalities (art, dance movement, drama, and music); with particular attention paid to processes documented as contributing to change in each modality; and mechanisms considered to result from these processes. Our analysis of 75 articles (17 art, 13 dance, 4 drama and 41 music) indicates mostly significant quantitative or positive qualitative findings, particularly for interventions led by creative arts therapists. Mechanisms of change gleaned from the studies that were common across modalities include physical (e.g. increased muscle strength; neurochemical effects, such as endorphin release), intra-personal (e.g. enhanced self-concept, strengthened agency and mastery; processing and communication of emotions), cultural (e.g. creative expression, aesthetic pleasure), cognitive (e.g. stimulation of memory) and social (e.g. increased social skills and connection), that were all considered to contribute to reduced depression and symptoms. Recommendations for future research include a stronger focus on testing of processes and mechanisms. (shrink)

The postmodern critique of Objectivism, Realism and Essentialism has somewhat shattered the foundations of anthropology, seriously questioning the legitimacy of studying others. By confronting the critique and turning it into a vital part of the anthropological debate, A Passage To Anthropology provides a rigorous discussion of central theoretical problems in anthropology that will find a readership in the social sciences and the humanities. It makes the case for a renewed and invigorated scholarly anthropology with extensive reference to recent anthropological debates (...) in Europe and the US, as well as to new developments in linguistic theory and, especially, newer American philosophy. Although the style of the work is mainly theoretical, the author illustrates the points by referring to her own fieldwork conducted in Iceland. A Passage to Anthropology will be of interest to students in anthropology, sociology and cultural studies. (shrink)

Why are mistaken beliefs about Covid-19 so prevalent? Political identity, education and other demographic variables explain only a part of individual differences in the susceptibility to Covid-19 misinformation. This paper focuses on another explanation: epistemic vice. Epistemic vices are character traits that interfere with acquiring, maintaining, and transmitting knowledge. If the basic assumption of vice epistemology is right, then people with epistemic vices such as indifference to the truth or rigidity in their belief structures will tend to be more susceptible (...) to believing Covid-19 misinformation. We carried out an observational study (US sample, n = 998) in which we measured the level of epistemic vice of participants using a novel Epistemic Vice Scale. We also asked participants questions eliciting the extent to which they subscribe to myths and misinformation about Covid-19. We find overwhelming evidence to the effect that epistemic vice is associated with susceptibility to Covid-19 misinformation. In fact, the association turns out to be stronger than with political identity, educational attainment, scores on the Cognitive Reflection Test, personality, dogmatism, and need for closure. We conclude that this offers evidence in favor of the empirical presuppositions of vice epistemology. (shrink)

Newton’s famous pronouncement, Hypotheses non fingo, first appeared in 1713, but his anti-hypothetical stance was present as early as 1672. For example, in his first paper on optics, Newton claims that his doctrine of light and colours is a theory, not a hypothesis, for three reasons (1) It is certainly true, because it supported by (or deduced from) experiment; (2) It concerns the physical properties of light, rather than the nature of light; and (3) It has testable consequences. Despite his (...) clear anti-hypothetical statements, a corpuscular hypothesis lies beneath Newton’s theory of colours. What are we to make of this? Is Newton guilty of feigning a hypothesis? Some writers, such as Sabre and Dear, argue that Newton’s Hypotheses non fingo is merely ‘lip-service’ to the dominant methodological tradition. Others, such as Janiak, argue that Newton’s anti-hypotheticalism is a polemic device, designed specifically to oppose his Cartesian and Leibnizian critics. I argue that, despite his corpuscular hypothesis, we should take Newton’s pronouncement as a genuine account of his methodology. I take a fresh look at Newton’s first optical papers in light of the role of hypotheses in the Baconian-experimental tradition in which Newton’s early research was conducted. I argue that Newton is working with a rough but genuine distinction between hypothesis and theory. This distinction is consistent with both the Baconian-experimental method and with his later anti-hypothetical pronouncements. I conclude that Newton did not ‘feign’ the corpuscular hypothesis. (shrink)

Health metaphors are commonly used in a variety of contexts. While war metaphors are common in medicine, there are also other conceptualizations and other metaphors employed in different contexts. In policies, metaphors can play an important role in framing thought and discourse, and have an important effect, and even more so in educational policy. In this article, we analyze the two South African policies regarding HIV and AIDS in the educational context – the first policy from 1999, and the one (...) that replaced it in 2017. The focus is on identifying and categorizing the metaphors directly related to HIV and AIDS. We identified 29 such metaphors in policy 1, and 71 in policy 2, using the principles from the MIPVU, and thematic discourse analysis was used to categorize the metaphors into themes. The most prominent changes in the metaphors from policy 1 to policy 2 regard the focus of the imagery, as well as the conceptualization of HIV itself. These are then interpreted in the Southern African context. (shrink)

Beneath the stylized violence and thrilling car crashes, the Mad Max films consider universal questions about the nature of human life, order and anarchy, justice and moral responsibility, society and technology, and ultimately, human redemption. In Mad Max and Philosophy, a diverse team of political scientists, historians, and philosophers investigates the underlying themes of the blockbuster movie franchise, following Max as he attempts to rebuild himself and the world. -/- This book guides you through the barren wastelands of a post-apocalyptic (...) future as you explore ethics and politics in The Wasteland, the importance of costumes and music, humankind's relationship with nature, commerce, gender, religion, madness, and more. (shrink)

To find more information about Rowman and Littlefield titles, please visit www.rowmanlittlefield.com.

Chronic disorders of consciousness, particularly the vegetative and the minimally conscious states, pose serious diagnostic challenges to neurologists and clinical psychologists. A look at the concept of “diagnosis” in medicine reveals its social construction: While medical categorizations are intended to describe facts in the real world, they are nevertheless dependent on conventions and agreements between experts and practitioners. For chronic disorders of consciousness in particular, the terminology has proven problematic and controversial over the years. Novel research utilizing functional brain imaging (...) has demonstrated that a substantial number of patients retain their capabilities to communicate by brain activity even when they are incapable of classic verbal and nonverbal responses due to the dysfunction of their motor behavior. Moreover, thorough diagnostic assessments constitute the foundations for suitable rehabilitation measures. Thus, ethical arguments support the claim that the potential of emerging methods for communication via brain activity should be evaluated comprehensively in patients with chronic disorders of consciousness, once the technological methodology for this endeavor progresses to a reliable and affordable stage. (shrink)

This paper explores models of reflexive feminist science studies through the work of Donna Haraway. The paper argues that Haraway provides an important account of science studies that is both feminist and constructivist. However, her concepts of “situated knowledges” and “diffraction” need further development to be adequate models of feminist science studies. To develop this constructivist and feminist project requires a collective research program that engages with feminist reflexivity as a practice.

Thus, Meyers provides a valuable account, not only of current medical attitudes, but also of relevant case and statute law as it stands at present.

How can firms mitigate the impact of moral violations on consumer evaluations? This question has pervaded the business ethics literature. Though prior research has identified decoupling as a moral reasoning strategy where consumers separate moral judgments from evaluations, it is unclear what motivates individuals to decouple. It is the objective of this research to explore regulatory focus theory as a motivating factor for moral decoupling. Three experiments are undertaken. Study one demonstrates that with a prevention mindset as opposed to promotion (...) mindset, moral decoupling can be achieved. Specifically, those in a prevention mindset report more favorable evaluations when information about a violation explicitly lowers consequences of moral violations. However, when the violation is related to the business functionality of the brand, those in a prevention mindset report less favorable evaluations, except when consequences are lowered. This indicates an inability to decouple, and results in negative emotions. The research shows that inability to decouple for those in a prevention mindset leads to negative emotions, lowering evaluations. These results contribute to the moral reasoning literature by linking regulatory focus to decoupling strategies. Further, the research bridges literature on norm activation, moral foundation, regulatory focus, and moral decoupling to reconcile theoretical differences in judgment styles. Implications for businesses and brands are discussed. (shrink)

Based on a survey of editors, publishers and staff members of 300 newspapers, this work documents the ethical confusion in the American press in the wake of the Watergate scandal and the Pentagon Papers controversy. It provides an analytical and historical framework to show how the press reached this point and argues for an ethical audit to give publications an independent check on their moral condition.

Algorithms silently structure our lives. Algorithms can determine whether someone is hired, promoted, offered a loan, or provided housing as well as determine which political ads and news articles consumers see. Yet, the responsibility for algorithms in these important decisions is not clear. This article identifies whether developers have a responsibility for their algorithms later in use, what those firms are responsible for, and the normative grounding for that responsibility. I conceptualize algorithms as value-laden, rather than neutral, in that algorithms (...) create moral consequences, reinforce or undercut ethical principles, and enable or diminish stakeholder rights and dignity. In addition, algorithms are an important actor in ethical decisions and influence the delegation of roles and responsibilities within these decisions. As such, firms should be responsible not only for the value-laden-ness of an algorithm but also for designing who-does-what within the algorithmic decision. As such, firms developing algorithms are accountable for designing how large a role individual will be permitted to take in the subsequent algorithmic decision. Counter to current arguments, I find that if an algorithm is designed to preclude individuals from taking responsibility within a decision, then the designer of the algorithm should be held accountable for the ethical implications of the algorithm in use. (shrink)

Identitat ist unter den Bedingungen der Postmoderne kein festes Ganzes mehr. Die unuberschaubare Anzahl an Moglichkeiten in Ausbildung, Studium, Beruf, aber auch Partnerschaft und Lebensformen fuhren zu der Einsicht, dass Identitat sich immer neu konstituieren muss. Tatsachlich ist Identitat das, was mich als unverwechselbares Ich korperlich und geistig - und das heisst: leiblich - konstituiert. Zugleich entzieht sie sich mir und muss immer wieder neu errungen werden. Dies gilt gerade dann, wenn fruhere Ideale zusammenbrechen oder das zuvor Selbstverstandliche nicht mehr (...) tragt. Identitat und Identitatsbildung betreffen den Einzelnen ebenso wie politische oder religiose Gemeinschaften. In Zeiten, in denen vieles in Bewegung ist, ist Identitat eng verbunden mit der Frage nach den gemeinsamen Werten - das, wofur es sich zu leben lohnt und was wir an die nachste Generation weitergeben mochten. Besondere Beachtung verdienen in diesem Kontext phanomenologische Ansatze, die den leiblichen, sinnlichen und affektiven Dimensionen des Lebens Rechnung tragen. Auf diese Weise lassen sich Erfahrungen, die unsere Identitat begrunden und ausmachen, als Momente einer breiter angelegten Spiritualitat der Wahrnehmung verstehen. Mit Beitragen von Johannes Bundgens, Natalie Depraz, Stephan Gratzel, Caroline Horch, Antje Kapust, Rolf Kuhn, Elmar Nass, Simone Paganini, Michaela Puzicha, Bertin Rautenberg, Holger Zaborowski u. a. (shrink)

Practice, Spatiality and Embodied Emotions: An Outline of a Geography of Practice The paper outlines an approach to social analysis/human geography taking off from a social ontology of practice. This means a focus of attention to embodied or practical knowledges and their formation in people's everyday lives, to the world of experiences and emotions, and to the infinitude of encounters through which we make the world and are made by it in turn. The paper proceeds in three parts. First, considering (...) the way in which subjectivity and identity are created in and through practices sets the ground. The two following sections are extensions from that discussing "embodiment and spatiality" and "affectivity and emotion" respectively. The purpose is threefold; to develop the sensuous character of practice, to consider the spatialities involved in that character, and to discuss possible developments including power and the social differentiation of bodies. The paper is concluded by a short discussion of the geographies following from the suggested account. (shrink)

In this article,we address how the professionalization process is reflected in the way Danish nursing textbooks present ‘nursing’ to new members of the profession during the 20th century. The discussion is based on a discourse analysis of seven Danish textbooks on basic nursing published between 1904 and 1996. The analysis was inspired by the work of Michel Foucault, in particular the concepts of rupture and rules of formation. First, we explain how the dominating role of the human body in nursing (...) textbooks disappears in the mid‐20th century. This transformation can of course be attributed to changes in tasks and responsibilities for nurses or to the implementation of increasing amounts of knowledge and theories from other disciplines than medicine into the nurses’ knowledge base. However, inspired by Foucault, we consider these historical changes to be the conditions of possibilities and not causes. The second part of the analysis shows that along with ‘the disappearance of the body’, a second discursive change appears: the role of doctors and medicine changes fundamentally from about mid‐20th century. Finally, we argue that this discursive reorganization enabling new patterns of thought to emerge was driven by a professional interest in describing nursing as an independent profession. (shrink)

The purpose of this paper is to formulate first-order Peano arithmetic within the resources of relevant logic, and to demonstrate certain properties of the system thus formulated. Striking among these properties are the facts that it is trivial that relevant arithmetic is absolutely consistent, but classical first-order Peano arithmetic is straightforwardly contained in relevant arithmetic. Under, I shall show in particular that 0 = 1 is a non-theorem of relevant arithmetic; this, of course, is exactly the formula whose unprovability was (...) sought in the Hilbert program for proving arithmetic consistent. Under, I shall exhibit the requisite translation, drawing some Goedelian conclusions therefrom. Left open, however, is the critical problem whether Ackermann’s rule γ is admissible for theories of relevant arithmetic. The particular system of relevant Peano arithmetic featured in this paper shall be called R♯. Its logical base shall be the system R of relevant implication, taken in its first-order form RQ. Among other Peano arithmetics we shall consider here in particular the systems C♯, J♯, and RM3♯; these are based respectively on the classical logic C, the intuitionistic logic J, and the Sobocinski-Dunn semi-relevant logic RM3. And another feature of the paper will be the presentation of a system of natural deduction for R♯, along lines valid for first-order relevant theories in general. This formulation of R♯ makes it possible to construct relevantly valid arithmetical deductions in an easy and natural way; it is based on, but is in some respects more convenient than, the natural deduction formulations for relevant logics developed by Anderson and Belnap in Entailment. (shrink)

The research into patient involvement is seldom concerned with the significance of cultural and structural factors. In this discussion paper, we illustrate our considerations on some of the challenges in implementing the ideal of patient involvement by showing how such factors take part in shaping the ways in which the intentions to involve patients are converted to practical interventions. The aim was to contribute to the approach dealing with contextual and structural factors of significance for patient involvement. With the idea (...) of “institutional logics,” borrowed from the Danish scholar, Erik Riiskjær, we first demonstrate, with examples from our own research, how patient involvement is interpreted differently within the different logics. Then, we show how the different interpretations of patient involvement meet and conflict in mutual competition as the ideals are sought to be converted to practical interventions. At last, we argue that an adequate theoretical model for the development in the future health care system should be expanded with a “patient logic.”. (shrink)

In this article we argue that the complex connections between gender and fatness have not been fully examined, particularly in so far as they relate to men. We consider the role of early feminist literature in establishing the idea that the fear of fatness is fundamentally tied up with patriarchy and the ways this also underwrites more recent examinations of fatness and gender. Moreover, we assert that popular feminist scholarship has actively produced the assumption that weight is not only a (...) women's issue, but that it is tied up with the very construction of femininity. Through an examination of the cultural history of fatness we show that men have also been caught up in the drive to reshape the body over the last century. However, their concerns have remained largely hidden, framed as they often are in the lexicon of ‘fitness’ and ‘muscularity’. An examination of the limited published material on male concerns with fat reveals that for many men fatness is feminizing – and undermines normative forms of masculinity in threatening ways. We call for further research that considers both female and male experiences of fatness, given the limitations of approaches that focus merely on one or the other. (shrink)

Die Arbeit liefert im Rahmen eines kognitiv-konstruktivistischen Ansatzes eine theoretische Grundlage für die systematische Integration von Metaphern in den Fremdsprachenunterricht. Es wird dargestellt, wie Menschen ihre Umwelt und ihr auf diese Umwelt gerichtetes Denken und Handeln kognitiv erfassen und auf der Basis dieses Wissens Vorstellungen von Welt entwickeln, die sich in Sprache niederschlagen. Die Rolle kognitiver mapping-Prozesse für die Konstruktion von Wissen und Bedeutung, d.h. für Lernprozesse im Allgemeinen, wird erläutert, und es wird demonstriert, wie sich das Ergebnis solcher Prozesse (...) häufig in Form metaphorischer Ausdrücke in Sprache widerspiegelt. Es wird aufgezeigt, wie sich die gewonnenen Erkenntnisse für den Fremdsprachenerwerb nutzen lassen. (shrink)

Digital cultural assets are often thought to exist in separate spheres based on their two principal points of origin: digitized and born digital. Increasingly, advances in digital curation are blurring this dichotomy, by introducing so-called “collections as data,” which regardless of their origination make cultural assets more amenable to the application of new computational tools and methodologies. This paper brings together archivists, scholars, and technologists to demonstrate computational treatments of digital cultural assets using Artificial Intelligence and Machine Learning techniques that (...) can help unlock hard-to-reach archival content. It describes an extended, iterative study applied to digitized and datafied WWII-era records housed at the FDR Presidential Library, rich content that is regrettably under-utilized by scholars examining American responses to the Holocaust. Authors detail the benefits of interdisciplinary collaboration for evaluating user needs, identifying and applying tools and methodologies, and reaching the real-world outcome of public access to augmented data. They also discuss issues of digital representation, relational context, and interface design to enable new modes of public and scholarly access. While based on a case study, we believe that this work is a substantial contribution to revealing the strengths and weaknesses of using AI/ML systems in cultural organizations. We give particular care to lessons learned, and generalize the approach taken across broad classes of collections with a focus on responsive iterations, reproducibility, and the relevance of data and its structures to users. (shrink)

The historiography of sexology is young. It is also expanding at a remarkable pace, both in terms of the volume of publications and, more notably, in terms of its geographical, disciplinary, and intersectional reach. This special issue takes stock of these new directions, while offering new research contributions that expand our understanding of the interdisciplinary and transnational formation of this field from the late 19th through to the mid 20th century. The five articles that make up this special issue stage (...) historiographical interventions by challenging the tendency within sexological history to focus on the medical, the homosexual, the human, and the Western European at the expense of other disciplines, diagnoses, non-human subjects, and geographical locations. A particular strength of these contributions is their focus on mapping conversations among and between sexologists on both sides of the Atlantic in the early to mid 20th century – particularly in Germany, Britain, and the US – and between East and West in the early Cold War era. (shrink)