Name der Zeitschrift: Semiotica Jahrgang: 2015 Heft: 206 Seiten: 13-35.

When we use secure computer systems, we engage with carefully orchestrated and ordered interactions called “security ceremonies”, all of which exist to assure security. A great deal of attention has been paid to improving the usability of these ceremonies over the last two decades, to make them easier for end-users to engage with. Yet, usability improvements do not seem to have endeared end users to ceremonies. As a consequence, human actors might subvert the ceremony’s processes or avoid engaging with it. (...) Here, we consider whether beautification could be one way of making ceremonies more appealing. To explore beautification in this context, we carried out three studies. Study 1 surveyed 250 participants to derive a wide range of potential dimensions of “beautiful ceremonies”. These statements were sorted into dominant themes and converted into statements, which fed into the second study, with 309 respondents, to reveal the dominant dimensions constituting beauty. Study 3 asked 41 participants to carry out a Q-sort, which revealed the ways that people combine the identified dimensions when characterising security ceremonies as “beautiful”. These studies have allowed us to pin down the perceived dimensions of beauty in the context of security ceremonies, and also to understand how people combine these dimensions in different ways in judging security ceremonies to be beautiful, confirming the old adage of beauty being “in the eye of the beholder”. We conclude by highlighting the constraints imposed by the overarching requirement for security to be maintained in the face of any usability improvements and beautification endeavours. (shrink)

The recent global outspread of the COVID-19 pandemic has influenced the lives of people across multiple countries including athletes, coaches, and supporting staff. Along with everybody else, coaches found themselves constrained to an at-home self-isolation, which limited their ability to normally engage with their profession and to interact with their athletes. This situation may also have impacted their own psychological well-being. With this study, we explored coaches’ perceptions of stress in relation to their emotion regulation strategies depending upon their gender (...) and competitive level. A sample of 2272 Italian coaches were surveyed during the period of lockdown. Mean values for perceived stress and emotion regulation strategies were compared to normative data of the two instruments as reported in the original studies. Furthermore, two Multivariate analyses of variance were completed to observe the potential differences in the coaches’ emotion regulation strategies and perception of stress. Finally, a blockwise regression analysis was run to assess how coaches’ emotion regulation strategies impacted upon their perception of stress. Both women and men reported higher levels of perceived stress than those reported in the normative data. Similarly, average scores for emotion regulation strategies were significantly different from those reported for normative data, in particular, coaches reported slightly higher use of emotion regulation strategies than participants in the original study. Significant gender-based differences emerged in terms of emotional regulations, with men adopting more suppression than women. No differences by competitive level were found. In terms of perceived stress, male coaches and elite coaches showed to be more in control of the situation than female coaches and non-elite coaches, respectively, while women experienced more negative stress than men. The blockwise regression evidenced how reappraisal resulted to be predictive in helping coaches to reduce their perception of stress, while suppression predicted higher stress perceptions. (shrink)

Die Subjektivitat ist das ureigene Grundthema der Phanomenologie. Allerdings kann die Phanomenologie die Subjektivitat nicht zum Thema machen, ohne die Frage nach der Intersubjektivitat zu stellen. Beide Problemfelder sind derart aufeinander bezogen, dass sie nicht unabhangig voneinander behandelt werden konnen. Die Phanomenologie aber eignet sich besonders gut dazu, die Art und Weise der Zusammengehorigkeit von Subjektivitat und Intersubjektivitat zu erforschen, weil sie nicht von vornherein eine ubergreifende Vernunft oder einen allumfassenden Geist zugrunde legt. Vielmehr macht sie gerade die Singularitat des (...) einzelnen Subjekts und sein einmaliges Verhaltnis zu den ebenso singularen Mitsubjekten zum Problem. Diese Einsicht liegt den funfzehn Beitragen des vorliegenden Sammelbandes zugrunde. Dirk Fonfara, Michela Summa, Irene Breuer, Walter Schweidler, Michael Wallner, Alice Pugliese, Meike Siegfried, Anna Orlikowski, Thiemo Breyer, Antonio Cimino, Jesus Guillermo Ferrer Ortega, Christian Rossner, Daniel Biro, Inga Romer und Klaus Held gehen in ihren Beitragen der Frage nach der Subjektivitat und ihrer Bezogenheit auf die Intersubjektivitat aus verschiedenen Perspektiven nach. Dabei kommt immer wieder eine Spannung zwischen den beiden Grundbegriffen zum Vorschein, deren Bedeutung und Reichweite ausgelotet wird. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 213 Seiten: 123-164.

During a Barolo en primeur tasting session, a seasoned wine taster is assailed by a procedural unease which leads him to question the foundations on which his work rests. Sparked off by his reading of Michel Le Gris’ pamphlet Dionysos crucifié, the taster’s objections and perplexities are directed towards teasing out the rules and coordinates of a tasting aesthetic which has become tamed and domesticated, at the service of a narcissistic “tyranny of instant gratification”. Such an approach translates into wines (...) that are beaten into submission by interventionist winemakers, wines that derive from a tasting model that has been pre-emptively cleansed of tension or dissonance so as to exalt products that are easy, reassuring, docile to marketing logic, and increasingly similar. What sort of doubts, what interpretative friction can hope to reacquaint wine criticism with its true and original aims? What relations between the tongue that tastes and the tongue that speaks can respond to the needs of a new approach to wine appreciation, a ‘tasting different’? (shrink)

‘Nomofanie’ sta per “manifestazioni del nómos”. Nel libro si presentano configurazioni concettuali, problemi teoretici e contesti empirici che sono altrettanti dispositivi nomofanici, cioè produttivi di varie e molteplici manifestazioni di quel nómos che la filosofia del diritto è chiamata ad indagare. Quattro i filosofi più richiamati: Aristotele, Tommaso d’Aquino, Kant e Hegel, che costituiscono una sorta di “quadratura” per pensare alcune questioni critiche del vivere-insieme anche nelle società presenti.

Terence Horgan and Mark Timmons's ' moral twin earth argument' raises doubts about the naturalistic realist's ability to make sense of genuine disagreement. I offer three arguments the realist's behalf. First, I argue that the example at the heart of their argument is underdescribed; when fully developed, it loses its intuitive force. Second, I suggest that taking the stipulations of the Horgan-Timmons example seriously gives us reason to revise our initial judgments. Third, I propose combining naturalistic realism about moral judgments (...) with expressivism about the last ought before action in order to preserve the conflict between moralists and twin -moralists. (shrink)

This paper argues that expressivism faces serious difficulties giving an adequate account of univocal moral disagreements. Expressivist accounts of moral discourse understand moral judgments in terms of various noncognitive mental states, and they interpret moral disagreements as clashes between competing attitudes. I argue that, for various reasons, expressivists must specify just what mental states are involved in moral judgment. If they do not, we lack a way of distinguishing moral judgments from other sorts of assessment and thus for identifying narrowly (...) moral disagreements. If they do, we can construct cases of intuitively real dispute that do not rest on the theory's preferred mental states. This strategy is possible because our intuitions about moral concept-ascription do not track speakers' noncognitive states. I discuss various ways of developing this basic argument, then apply it to the work of the two most sophisticated proponents of expressivism, Allan Gibbard and Simon Blackburn. I argue that neither is successful in meeting the challenge. (shrink)

Aristotle�s account on natural slavery is neither misleading nor paradoxical, but plausible even though controversial, unlike many commentators think of. On his view natural masters are essentially the virtuous people, viz. those who have been perfected in their process of growing, and natural slaves are essentially the vicious people, viz. those who have been injured or corrupted in some way in their growing up so as to suffer from a lack of autonomous practical rationality. Of course, many barbarians are in (...) this state, but there is no need to presume that all of them are. More to the point, some Greeks will be in this state, especially the many and he who the many have a high regard for. Because of this state, slavery is for the better allowing a slave�s life to become more worthwhile as an instrumental part of the master�s living a good life. Particularly, nature requires that some humans will be able to attain happiness some other will not. Masters and slaves are linked through the rational pursuit of happiness by the political community where they play different roles but equally required. Thus, master and slave will form a single system whose working unity does confirm that a clear separation between that which dominates and that is being dominated must always take place for natural things to be according the best standard. (shrink)

In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...) the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

This paper argues that expressivism faces serious difficulties giving an adequate account of univocal moral disagreements. Expressivist accounts of moral discourse understand moral judgments in terms of various noncognitive mental states, and they interpret moral disagreements as clashes between competing attitudes. I argue that, for various reasons, expressivists must specify just what mental states are involved in moral judgment. If they do not, we lack a way of distinguishing moral judgments from other sorts of assessment and thus for identifying narrowly (...) moral disagreements. If they do, we can construct cases of intuitively real dispute that do not rest on the theory’s preferred mental states. This strategy is possible because our intuitions about moral concept-ascription do not track speakers’ noncognitive states. I discuss various ways of developing this basic argument, then apply it to the work of the two most sophisticated proponents of expressivism, Allan Gibbard and Simon Blackburn. I argue that neither is successful in meeting the challenge. (shrink)

In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...) the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

In this essay it is argued that the educational philosophy of John Dewey gains in depth and importance by being related to his philosophy of nature, his metaphysics. The result is that any experiental process is situated inside an event, an existence, a thing, and I try to interpret this “thing” as schools or major cultural events such as the French revolution. This basic view is correlated to Dewey’s concept of transaction, of experience and finally, it is related to a (...) discussion of methods in education. (shrink)

Moral discourse allows for speakers to disagree in many ways: about right and wrong acts, about moral theory, about the rational and conative significance of moral failings. Yet speakers’ eccentricities do not prevent them from engaging in moral conversation or from having (genuine, not equivocal) moral disagreement. Thus differences between speakers are compatible with possession of moral concepts. This paper examines various kinds of moral disagreements and argues that they provide evidence against conceptual-role and informational atomist approaches to understanding our (...) moral concepts. Conceptual role approaches fail because they cannot account for shared concepts among speakers with different commitments to the practical and conative ramifications of moral judgments. Informational atomist views fail because speakers need not be locked on to the same moral properties to share moral concepts. (shrink)

In much theory there is a tendency to place thought above action, or the opposite, action over thought. The consequence of the first option is that philosophy or scientific evidence gains the upper hand in educational thinking. The consequence of the second view is that pragmatism and relativism become the dominant features. This article discusses how different branches of the Aristotelian tradition can mediate between these two views. I argue, contrary to some other Aristotelian approaches, that thinking and action are (...) both separated and yet prerequisites for each other and point to some educational consequences of this way of thinking. To build this argument I draw on selected aspects of the philosophy of Hanna Arendt, Leo Strauss and John Dewey. (shrink)

Stehen sich Kants Ethik und die mit Edmund Husserl beginnende phänomenologische Bewegung tatsächlich in Form eines Antagonismus gegenüber? Noch immer wird diese Frage nicht selten bejaht. Die Hypothese der vorliegenden Studie ist jedoch, dass die Behauptung eines solchen Antagonismus letztlich weder aus der Perspektive der kantischen Schriften noch aus der Entwicklungsgeschichte der Phänomenologie heraus aufrecht erhalten werden kann. Denn gibt es nicht in Kants Ethik und ihrer Grundlegung Perspektiven, die den Vorwurf des abstrakten, lebensfernen Formalismus bereits entkräften? Und findet sich (...) im Nachgang zu den materialen Wertethikern nicht innerhalb der phänomenologischen Bewegung der Versuch einer Erneuerung gerade der formalistischen Tendenz der kantischen Ethik? Die systematische Perspektive, die aus dieser Untersuchung hervorgeht, ist eine Ethik des Begehrens der reinen praktischen Vernunft, in der sich das individuelle Begehren angesichts einer gebietenden Vernunft auf je eigenem Wege konkretisiert, einer reinen praktischen Vernunft, deren Aufkommen allerdings mit Levinas als genuin intersubjektiv verstanden wird. (shrink)

This article presents a discussion of how postmodernist, poststructuralist and critical educational thinking relate to different theories of power. I argue that both Critical Theory and some poststructuralist ideas base themselves on a concept of power borrowed from a modernist tradition. I argue as well that we are better off combining a postmodern idea of education with a postmodern idea of power. To this end the concept of power presented by the works of Ernesto Laclau and Chantal Mouffe is introduced. (...) This concept controverts a number of major educational concepts, i.e. concepts such as causality, autonomy, subjectivity and originality. In other words, it allows us to take a fresh look at old concepts. Finally, I relate the discussion to a number of recent theories of learning. (shrink)