Die psychische Dimension von Institutionen

The psychological dimension of an institution comprises the conscious and unconscious experiences of its members. This article analyzes from the standpoint of an “advocatus diaboli” processes effecting that institutions often do not fulfill the tasks for which they were created. Freud developed in Group Psychology and the Analysis of the Ego a scarcely noticed model of “two psychologies” in institutions: depending on whether the individual is positioned “at the top” or “at the bottom”, it develops a psychology of a group member or one of a leader. Both may be transformed into each other. In the present article the author examines both the renunciation of power imposed on the “group individuals” and its consequences for the individual, and the effects of hierarchical advancement on the mind. As examples for the interrelations of violence, castration and law psychoanalytic and state institutions (bureaucracies) are presented.     

Die Differenz von Meinung und Wissen

The Difference between Belief and Knowledge. The assumption that knowledge can be defined in terms of belief is considered to be mistaken. Since Gettier problems are shown to be misconstrued, the question cannot arise whether his conditions for knowledge are sufficient for claiming ``knowledge is justified true belief'. Ayers' conditions for knowledge in addition with a specific stipulation proof to be instructive for elaborating the differences between knowledge and belief. This revised version was published online in July 2006 with corrections to the Cover Date.     

Die methodologische Symmetrie von Verifikation und Falsifikation

Journal for General Philosophy of Science - Es wird ausgegangen von den in den empirischen Wissenschaften vorkommenden Satzarten. Die Abhängigkeit der Kennzeichnungen...     

Die Wirkung von traumatischem Stress auf biopsychische Selbstorganisationsprozesse

Social frameworks have influenced the understanding of trauma-reactive psychic disorders during the course of the past two centuries.The 20th century has further shaped this understanding by the various concepts established by the different therapeutic schools.The incorporation of scientific results, as well as the theory of complex dynamic systems particularly that of synergetics supply now abundant impulses stimulating the discussion of posttraumatic stress disorders on a psychodynamic, neurophysiological, and systemspecific basis, thereby leaving those schools behind.Comparing synergetic models with the current state of neuroscientific research of post traumatic stress disease (PTSD) gives surprising insights of the dynamics of this disorder,and the resulting therapeutic principles.Specific therapeutic approaches, with the two phases of stabilisation and of trauma processing can be derived from such functional principles of neuronal networks.     

Die Wahrnehmung von Bewegungen in der Gegend des blinden Flecks

Ohne Zusammenfassung Mit 9 Abbildungen im Text.     

Die Bedeutung der Zeit zwischen zwei Vergleichsreizen bei Bestimmung von Untersehiedsschwellen

Ohne Zusammenfassung     

从概念到理念:黑格尔概念论的逻辑展开

黑格尔的逻辑学绝不是无现实意义的诡辩,它不仅具有古希腊辩证法的思想来源,而且将之提升为一种现代逻辑,可被视为自身规定的奠基性哲学方案,并且为现代自由概念建立了基础。逻辑学包括存在论、本质论和概念论三部分,三者皆具有举足轻重的地位,但概念论才是黑格尔逻辑学的重心和最深层的领域,可以说是逻辑真理的策源地,有必要在当代哲学语境下重新解读。文章首先考察作为逻辑学核心与密码的"概念自身",然后重构概念论中从概念通向理念的逻辑理路,最后探讨作为主观性与客观性绝对统一之理念的逻辑结构及其向自然领域的过渡,以此来革新研究界对黑格尔概念论的诠释。     

Die Entwicklung des moralischen und rechtlichen Bewusstseins von Kindern und Jugendlichen.

First, Piaget’s and Kohlberg’s models of moral development are briefly sketched and some objections rose. Then the cognitive dimension of the development of moral and legal understanding in childhood and adolescence is described. This involves knowledge of moral rules, an understanding of the categorical ought, cognizance of the prima facie validity of moral rules and specific knowlegde systems guiding contextualized rule applications. Data show that all children quite early acquire an adequate basic understanding of moral rules and legal concepts. Several learning mechanisms are at work – sociocognitive development, processes of implicit rule reconstruction, acquisition of knowlegde systems. The following part focusses on moral motivation - its strength and the types of concerns motivating conformity. Moral motivation develops in a second, delayed, differential learning process which only on average shows a steady continuous increase. Individual trajectories often display losses attributable to sociocultural influences.     

Die Gestalttheorie

Ohne Zusammenfassung