Our neighbors observe and we explain : Moses Mendelssohn's critical encounter with Edmund Burke's aesthetics

This essay traces the impact of Edmund Burke's Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful (1757/59) on the evolution of German aesthetic theory in the second half of the eighteenth century, concentrating in particular on a close reading of the series of articles on aesthetics that Moses Mendelssohn published between 1755 and 1761. The essay argues that Burke's distinction between the sublime and the beautiful, his attempt to generate an empirical physiological aesthetic theory, and his radical severance of the links between aesthetics and ethics fundamentally challenged the rational metaphysical grounds of German aesthetic theory, provoking Mendelssohn into generating a series of creative but incompatible responses that both constituted a significant elaboration of German aesthetic theory and led into an impasse that only Kant could surmount

The Case of Chu

Die östliche Zhou- (770–221 v. Chr.) und die Han-Dynastie (206 v. Chr.–220 n. Chr.) waren Perioden sozialer, kultureller und politischer Umwälzungen in China. In dieser Übergangszeit hat sich China von einem durch rivalisierende Staaten beherrschten zu einem unter einem einzigen Herrscher vereinten Land gewandelt. Archäologische Funde aus dem 7. und 6. Jh. v. Chr. legen nahe, dass sich die rivalisierenden Staaten größtenteils der musikalischen Tradition des Zhou-Staats angepasst haben. Die Fülle an Glocken und Klangsteinspielen, die bisher mit Zhou-staatlichen Zeremonien und Ahnenritualen verbunden werden, zeugen von diesem Einfluss. Jedoch implizieren materielle Belege aus dem 5. und 4. Jh. v. Chr. einen weitgreifenden Wandel auf der kulturellen und musikalischen Ebene, vor allem im zunehmend an Macht gewinnenden Chu-Staat. Trotz des politischen Niedergangs der Chu im 3. Jh. v. Chr. hielten sich die musikalischen und kulturellen Einflüsse bis in die Han-Dynastie

Resilience markers for safer systems and organisations

If computer systems are to be designed to foster resilient performance it is important to be able to identify contributors to resilience. The emerging practice of Resilience Engineering has identified that people are still a primary source of resilience, and that the design of distributed systems should provide ways of helping people and organisations to cope with complexity. Although resilience has been identified as a desired property, researchers and practitioners do not have a clear understanding of what manifestations of resilience look like. This paper discusses some examples of strategies that people can adopt that improve the resilience of a system. Critically, analysis reveals that the generation of these strategies is only possible if the system facilitates them. As an example, this paper discusses practices, such as reflection, that are known to encourage resilient behavior in people. Reflection allows systems to better prepare for oncoming demands. We show that contributors to the practice of reflection manifest themselves at different levels of abstraction: from individual strategies to practices in, for example, control room environments. The analysis of interaction at these levels enables resilient properties of a system to be ‘seen’, so that systems can be designed to explicitly support them. We then present an analysis of resilience at an organisational level within the nuclear domain. This highlights some of the challenges facing the Resilience Engineering approach and the need for using a collective language to articulate knowledge of resilient practices across domains

Cementing the nation : Burke's reflections on nationalism and national identity

This chapter discusses Burke's reflections on nationalism and national identity

Problematising home education: challenging ‘parental rights’ and 'socialisation'

In the UK, Home Education, or home-schooling, is an issue that has attracted very little public, governmental or academic attention. Yet the number of children home educated is steadily increasing and has been referred to as a 'quiet revolution'. This article neither celebrates nor denigrates home educators, its aim, rather, is to identify and critically examine the two dominant discourses that define the way in which the issue is currently understood. First, the legal discourse of parental rights, which forms the basis of the legal framework, and secondly a psychoanalytical/common-sense 'socialisation' discourse within which school attendance is perceived as necessary for healthy child development. Drawing on historical, doctrinal human rights and psychoanalytical sources and post-structural and feminist perspectives, this article suggests that both discourses function as alternative methods of governance and that the conflicting ‘rights claims’ of parents and children obscure public interests and fundamental questions about the purpose of education