Constructivism and the Limits of Reason: Revisiting the Kantian Problematic

The main focus of this paper ison ways in which Kantian philosophy can informproponents and opponents of constructivismalike. Kant was primarily concerned withreconciling natural and moral law. His approachto this general problematic was to limit andseparate what we can know about things(phenomena) from things as they are inthemselves (noumena), and to identify moralagency with the latter. Revisiting the Kantianproblematic helps to address and resolve longstanding epistemological concerns regardingconstructivism as an educational philosophy inrelation to issues of objectivity andsubjectivity, the limits of theoretical andpractical reason, and the relation betweenhuman experience and the world. It also servesto address ethical concerns regardingliberation from limited self-interests andcontexts conditioned by localised beliefs andinclinations. In light of revisiting theKantian problematic, both Glasersfeld's radicalview of constructivism and Jardine's socialcritique of constructivism are found wanting.Beyond constructivism, Kant's distinctionbetween phenomena and noumena and the limits ofreason that follow from it are brieflyconsidered in terms of Merleau-Ponty's noveldouble-embodied notion of flesh as anontological primitive – as a matter of beingboth in, and of, the world – with an aim tomore intimate connections between epistemologyand ethics.     

Development of visually guided hand orientation in reaching

The development of an ability to use vision in adjusting the hand and the fingers to the orientation of an object to be grasped was studied in a group of 15 infants. They were 18 weeks at the first session and were seen at 4-week intervals until 34 weeks old. At each session they were presented with horizontal and vertical rods. The orientation of the hand of the infant when reaching for these rods was measured at each 60-msec interval during the last 540 msec of the approach. It was found that even at the youngest age there were signs of adjustment of the hand to the orientation of the object. However, at that age the adjustments were rather incomplete. During the months that followed there was a rapid improvement in the skill studied. The findings were in accordance with the idea that information about object orientation is accessible to the manual system when infants start reaching for objects but that the system has yet to be tuned and calibrated before functioning adequately.     

Pathologisch autodestruktives Verhalten und Verhaltenstherapie

The literature on pathological self-destructive behaviour (apart from psychotic, substance-induced or brain disorders) and behaviour therapy is reviewed. An introduction on definition, classification, current typological approaches, occurrence, pathogenesis, and psychopathology is given. From a behavioural theoretic perspective, functional aspects of self-destructive behaviour are emphasised. Basic treatment problems are outlined. They particularly concern covert self-destructive behaviour (artificial disease, Munchhausen-syndrome) that is typically met in a medical hospital setting. Recommendations from the literature are resumed. Most of the relevant publications are psychoanalytically based. Case reports on self-destructive patients predominate even in behaviour therapy publications. These are briefly reviewed. So far, the most elaborate approach is considered to be M. Linehan's Dialectic-Behavioral-Therapy which has been developed for the treatment of borderline personality disorders. A considerable overlap between overtly self-destructive patients and borderline patients underlines the usefulness of this approach. Nonetheless, a further development of behavioural therapeutic methods with regard to different types of self-destructive behaviour is considered to be indicated.     

The normative foundations of research-based education: Philosophical notes on the transformation of the modern university idea

The current reorganisation of universities is part of a European policy aimed at strengthening Europe’s position with regard to the emerging global knowledge economy. The transformations in view of this overall goal are hardly accompanied by a critical discussion about the function or role of universities within and for society. The common assumption that universities offer a specific ‘general education’ by linking teaching to research, goes back to the modern university idea as conceived by Wilhelm von Humboldt. This article intends to show that philosophical attempts to restore the modern university model as a normative standard for criticising actual developments at European universities, have become problematic for contextual reasons that beg the basic assumptions of this model. Instead of answering the question of the ‘public role of universities’, the article rather attempts to clarify the problems with which this question is connected, from a political–philosophical perspective. It is argued that the difficulties in which the contemporary discourse about universities constantly becomes entangled, reflect more fundamental impasses and even contradictions that the modern democratic project is experiencing today.

DOES FATHERS' PRENATAL MENTAL HEALTH BEAR A RELATIONSHIP TO PARENTING STRESS AT 6 MONTHS?

This study aimed to explore fathers’ mental health and retrospectively reported adverse childhood experiences during pregnancy, as well as various pathways predicting self‐reported stress at 6 months’ postpartum as assessed by the Parenting Stress Index (PSI; R.R. Abidin, 1990 ). A total of 835 fathers contributed data to the study. Data collection comprised five time points during pregnancy and one at 6 months’ postpartum. The main analyses were performed using linear regression and path analyses. First, linear regression analyses showed that paternal anxiety symptoms during pregnancy predicted stress scores in the PSI child domain at 6 months (coefficient = 0.36). Second, path analyses showed that depressive symptoms during pregnancy predicted parenting stress in the child domain, mediated by spousal disharmony at 6 months’ postpartum (coefficient = 0.77). Third, adverse childhood experiences scores predicted parenting stress in the child domain by two different pathways: one mediated by anxiety symptoms in pregnancy (coefficient = 0.29) and the other by depressive symptoms in pregnancy and experienced spousal disharmony at 6 months’ postpartum (coefficient = 0.77). The findings suggest that fathers’ symptoms of anxiety and depression during pregnancy as well as adverse childhood experiences predict paternal stress and a negative perception of their children's behavior at 6 months’ postpartum.