Der platonische Nietzsche

Mit der Behauptung, dass seine eigene Philosophie als »umgedrehter Platonismus« verstanden werden soll, stellt Nietzsche seine Beziehung zum platonischen System dar. Dieses Forschungsprojekt sucht nach einer neuen Variation dieser Darstellung, um die philosophischen Analogien beider Autoren aufzuspüren. Das erste Kapitel beschäftigt sich mit einer Erläuterung des Begriffes „umgedrehter Platonismus“, womit die Differenz zwischen diesen beiden Systemen definiert wird. Diese Diskrepanz ist spürbar in vier verschiedene Bereichen: metaphysisch, axiologisch, gnoseologisch und ästhetisch. Das zweite Kapitel behandelt die Rolle des Apollinischen und des Dionysischen in der nietzscheschen Theorie. Die beiden Konzepte werden mit dem des platonischen Eros verglichen, da diese es dem Menschen ermöglichen, die sinnliche Welt zu verlassen und eine Ur-Realität kennenzulernen. Das dritte Kapitel analysiert die Verurteilung der Kunst in Platon’s „Staat“. Der griechische Philosoph strebt die wahre Kenntnis an und verbindet seine ästhetischen Überlegungen mit der Idee der Wahrheit. Nietzsche bearbeitet diese Verbindung zwischen Ästhetik und Erkenntnistheorie unter dem Begriff »amor fati«. Das vierte Kapitel ist der Physiologie der Liebe gewidmet. Nietzsche verwandelt der Erkenntnisprozess in eine leidenschaftliche Liebe. Die Erkenntnis nimmt die Form einer Passion an und kristallisiert sich allmählich und nach einem langen Prozess mit Höhen und Tiefen in »amor fati«. »Amor fati« schafft eine Ästhetisierung der Erkenntnis und Epistemologiesierung der Ästhetik. Somit liegt Nietzsches Erkenntnistheorie parallel zu jener Platons.By claiming that his philosophy should be understood as “inverted Platonism” Nietzsche defined his relationship to the Platonic system. This research project aims to articulate a new understanding of this relationship by analyzing philosophical similarities between the two authors'' respective philosophies. The first chapter is dedicated to the explanation of the term “inverted Platonism” and articulates the differences between Plato''s and Nietzsche''s systems. These discrepancies are manifested in four main areas: the metaphysical, the axiological, the gnosiological and the aesthetic. The second chapter deals with the roles of the Apollonian and the Dionysian in Nietzschean theory. Both concepts are compared with the Platonic Eros, as they invite man to abandon the sensual world and instead to commune with the very origin of reality. The third chapter analyzes Plato´s denunciation of art in “The Republic”. The Greek philosopher seeks true knowledge and connects his aesthetic concerns with the idea of Truth. Nietzsche refers to the cynosure between aesthetics and cognitive theory as “amor fati”. The fourth chapter is dedicated to the physiology of love. Nietzsche transforms the cognitive process into a passionate love. Cognition assumes the shape of passion, slowly crystallizing over time, with many twists and turns, into “amor fati”. “Amor fati” aestheticizes cognition and epistemologizes aesthetics. Therefore Nietzsche''s cognitive theory is actually equivalent to that of Plato

Who support open access publishing? Gender, discipline, seniority and other factors associated with academics’ OA practice

This paper presents the findings from a survey study of UK academics and their publishing behaviour. The aim of this study is to investigate academics’ attitudes towards and practice of open access (OA) publishing. The results are based on a survey study of academics at 12 Russell Group universities, and reflect responses from over 1800 researchers. This study found that whilst most academics support the principle of making knowledge freely available to everyone, the use of OA publishing among UK academics was still limited despite relevant established OA policies. The results suggest that there were differences in the extent of OA practice between different universities, academic disciplines, age and seniorities. Academics’ use in OA publishing was also related to their awareness of OA policy and OA repositories, their attitudes towards the importance of OA publishing and their belief in OA citation advantage. The implications of these findings are relevant to the development of strategies for the implementation of OA policies

Open-access policy and data-sharing practice in UK academia

Data sharing can be defined as the release of research data that can be used by others. With the recent open-science movement, there has been a call for free access to data, tools and methods in academia. In recent years, subject-based and institutional repositories and data centres have emerged along with online publishing. Many scientific records, including published articles and data, have been made available via new platforms. In the United Kingdom, most major research funders had a data policy and require researchers to include a ‘data-sharing plan’ when applying for funding. However, there are a number of barriers to the full-scale adoption of data sharing. Those barriers are not only technical, but also psychological and social. A survey was conducted with over 1800 UK-based academics to explore the extent of support of data sharing and the characteristics and factors associated with data-sharing practice. It found that while most academics recognised the importance of sharing research data, most of them had never shared or reused research data. There were differences in the extent of data sharing between different gender, academic disciplines, age and seniority. It also found that the awareness of Research Council UK’s (RCUK) Open-Access (OA) policy, experience of Gold and Green OA publishing, attitudes towards the importance of data sharing and experience of using secondary data were associated with the practice of data sharing. A small group of researchers used social media such as Twitter, blogs and Facebook to promote the research data they had shared online. Our findings contribute to the knowledge and understanding of open science and offer recommendations to academic institutions, journals and funding agencies

Who support open access publishing? Gender, discipline, seniority and other factors associated with academics’ OA practice

This paper presents the findings from a survey study of UK academics and their publishing behaviour. The aim of this study is to investigate academics’ attitudes towards and practice of open access (OA) publishing. The results are based on a survey study of academics at 12 Russell Group universities, and reflect responses from over 1800 researchers. This study found that whilst most academics support the principle of making knowledge freely available to everyone, the use of OA publishing among UK academics was still limited despite relevant established OA policies. The results suggest that there were differences in the extent of OA practice between different universities, academic disciplines, age and seniorities. Academics’ use in OA publishing was also related to their awareness of OA policy and OA repositories, their attitudes towards the importance of OA publishing and their belief in OA citation advantage. The implications of these findings are relevant to the development of strategies for the implementation of OA policies

Social media engagement and Chinese international student recruitment: understanding how UK HEIs use Weibo and WeChat

Using a novel longitudinal methodological design, this is the first study to investigate how and to what extent UK higher education institutions (HEIs) use Chinese social media platforms to engage with users. The data was gathered from examining 163 UK HEIs’ use of Weibo public accounts in 2012 and 2018 and WeChat in 2018, combined with student data and university ranking data from secondary sources. The analysis demonstrates a positive association between HEIs’ social media engagement and increase in Chinese student numbers studying at those institutions, after taking into account of university reputation. This study identifies effective social media strategies to gain popularity with Chinese users. Interaction and public replies to followers may generate trust and electronic word-of-mouth to attract more users to follow HEIs’ social media accounts. The findings contribute to the knowledge in the field of higher education research in relation to cross-cultural communication and social media marketing

Open-access policy and data-sharing practice in UK academia

Data sharing can be defined as the release of research data that can be used by others. With the recent open-science movement, there has been a call for free access to data, tools and methods in academia. In recent years, subject-based and institutional repositories and data centres have emerged along with online publishing. Many scientific records, including published articles and data, have been made available via new platforms. In the United Kingdom, most major research funders had a data policy and require researchers to include a ‘data-sharing plan’ when applying for funding. However, there are a number of barriers to the full-scale adoption of data sharing. Those barriers are not only technical, but also psychological and social. A survey was conducted with over 1800 UK-based academics to explore the extent of support of data sharing and the characteristics and factors associated with data-sharing practice. It found that while most academics recognised the importance of sharing research data, most of them had never shared or reused research data. There were differences in the extent of data sharing between different gender, academic disciplines, age and seniority. It also found that the awareness of Research Council UK’s (RCUK) Open-Access (OA) policy, experience of Gold and Green OA publishing, attitudes towards the importance of data sharing and experience of using secondary data were associated with the practice of data sharing. A small group of researchers used social media such as Twitter, blogs and Facebook to promote the research data they had shared online. Our findings contribute to the knowledge and understanding of open science and offer recommendations to academic institutions, journals and funding agencies

Identity transformation, stigma power, and mental wellbeing of Chinese eSports professional players

In China, the expanding eSportsculture has produced a vast cohort of video game players whose peak age ranges between 16 and 22 years. This study explores the dynamic identity transformation and mental wellbeing development processes of eSports professionals in a risk-prone society. It is comprised in-depth interviews with players, coaches, managers, and commentators working in fifteen top eSports clubs in the Chinese cities of Shanghai, Guangzhou, Suzhou, and Chengdu. We find eSports is perceived as non-secure, casual, and irregular by the Chinese public and that the mental changes experienced by eSports professionals throughout their careers have been significantly affected by a more sophisticated state power and social norms, including cultural cognitive beliefs, economic stimulation, and authority attributions

Use of blogs, Twitter and Facebook by UK PhD Students for Scholarly Communication

This study explores scholarly use of social media by PhD students through a mix-method approach of qualitative interviews and a case study of #phdchat conversation. Social media tools, such as blogs, Twitter and Facebook, can be used by PhD students and early career researchers to promote their professional profiles, disseminate their work to a wider audience quickly, and gain feedback and support from peers across the globe. There are also difficulties and potential problems such as the lack of standards and incentives, the risks of ideas being stolen, lack of knowledge of how to start and maintain using social media tool and the potential need to invest significant amount of time and effort. We found that respondents employed various strategies to maximize the impact of their scholarly communication practice

Social media, science communication and the academic super user in the United Kingdom

The Internet and social media tools have created new opportunities for open science including communicating in more interactive ways and sharing research data. Drawing on evidence from interviews and a survey of academics in the United Kingdom our research suggests that most scholars recognised the value and importance of more open science communication and data sharing, but many had concerns about the potential risks. A small group, who can be termed super users, were frequently communicating updates of their ongoing research. It is clear that there are increasing opportunities for more open science and public engagement but challenges remain

Need for belonging: Exploring subcultural identity in the Chinese Lolita online community

This study explores the evolution of the Chinese Lolita fashion online communities. The inception of Lolita fashion in China began in the early 2000s and Lolita dressing culture has gained popularity with the development of digital media. We draw on 53 qualitative interviews, alongside ethnographic research, to understand Lolita participants’ perception of Lolita dressing culture and their experience with the Lolita online communities. We critique existing studies that classify Lolita dressing practice as a fashion or popular culture, and we argue that Chinese Lolita participants identify Lolita fashion participation as a subculture, with evidence of community building and identity construction involving rebellion against mainstream culture. This inquiry into the dynamics of digitally mediated communities formed by dedicated Lolita participants uncovers the evolution of Lolita online communities which exhibit a three-type typology: cohesive community, loose community and deconstructed community. We further critique the existing definitions and understanding of online communities. We argue that components such as a sense of belonging, alongside clear boundaries and rules, should still be integral to the definition of online communities. Lolita participants persistently desire a cohesive online community to attain a sense of belonging and to exhibit their subcultural identity.</p