Freedom, Reason and History: The Hegelian heritage in Gadamer and Habermas.

Freedom, Reason and History: The Hegelian heritage in Gadamer and Habermas. This essay aims at an elaboration of the theme of freedom by taking into account Gadamer"s and Habermas"s appropriation of Hegel. I will approach this theme by dividing it into three main topics: 1) The question of historical reconstruction of the idea(s) of freedom, 2) The question of justification of the idea of freedom, 3) The question of application (of the idea of freedom). The question of historical reconstruction will deal with the Gadamerian appropriation of Hegel"s idea of freedom in his concept of tradition. This will be confronted with Habermas"s twofold critique against Gadamer. Habermas claims that "tradition" could not be understood in a critical, that means, freedom-oriented way. He also claims that even a critical tradition would be one of many traditions, which leads to relativism. The question of justification will deal with Habermas"s and Gadamer"s approach to Hegel"s conception of freedom through recognition. The Habermasian approach to the Hegelian theme is a non-contextualised one, thereby aiming at a non-relative foundation for critical thinking. The third topic relates to the Gadamerian and also Habermasian question of how to apply a certain (non-contextual) freedom-based concept of recognition to different contexts. These last two topics relates to a Habermasian question of how to critically examine the freedom-potentials of a given context by using "freedom through recognition" as an ideal type, or standard

Transcendental Pragmatics and Hermeneutics

Abstract: In which sense could transcendental pragmatics combined with a hermeneutical approach provide the social sciences with a critical oriented approach? This essay aims at giving an answer to that question by elaborating the critical intent of Apel"s approach to transcendental pragmatics and hermeneutics. Hermeneutics itself is considered to have critical potentials by its explicit focus upon the normative presuppositions of the social sciences. Hermeneutics does not, however, provide the sciences with any clear-cut criterions of critique. Nor does hermeneutics escape from a certain relativistic strain, due to the contextual, i.e.; socio-historically relative basis of the normative presuppositions of any hermeneutic approach. The meta-normative conditions of transcendental pragmatics are counterpoising the relativism as well as lack of normative criterions inherent in hermeneutical thinking. The meta-normative conditions of symmetry and reciprocity are meant to be a meta-normative standard for critique as well as functioning as conditions of a valid consensus within a community of scientists. Thereby, Apel is giving a solution to the validation-problem, as well as a compensation for the lack of criterions of criticism within hermeneutics. I will divide the essay into three main topics, and i) start with explicating the transcendental-pragmatic approach of Apel, ii) continue by dealing with his criticism of as well as positive appropriation of hermeneutical thinking, and iii) work out examples of a critical-hermeneutical approach in the last parts of the essay. The main example used will be from contemporary Norwegian sociology, dealing with the possibility of a unitary critical approach. The closing part (iv) will have clarifying purposes

Arts Education in America: What the Declines Mean for Arts Participation

This report, commissioned from the NORC at the University of Chicago, investigates the relationship between arts education and arts participation, based on data from the Survey of Public Participation in the Arts for 1982, 1992, 2002, and 2008. The report also examines long-term declines in Americans' reported rates of arts learning -- in creative writing, music, and the visual arts, among other disciplines. Authors Nick Rabkin and E.C. Hedberg find that the declines are not distributed evenly across all racial and ethnic groups

The infrared spectra of HOCl and DOCl

We have recently observed the spectra of hydrogen hypochlorite and deuterium hypochlorite in the region 1-15μ as part of a general program of study of simple molecules. Since, so far as we are aware, no spectroscopic data has heretofore been reported on these substances, the preliminary results are of sufficient interest to be presented at this time

Adapting to change: Time for climate resilience and a new adaptation strategy. EPC Issue Paper 5 March 2020

The dramatic effects of climate change are being felt across the European continent and the world. Considering how sluggish and unsuccessful the world has been in reducing greenhouse gas (GHG) emissions, the impacts will become long-lasting scars. Even implementing radical climate mitigation now would be insufficient in addressing the economic, societal and environmental implications of climate change, which are expected to only intensify in the years to come. This means climate mitigation must go hand in hand with the adaptation efforts recognised in the Paris Agreement. And although the damages of climate change are usually localised and adaptation measures often depend on local specificities, given the interconnections between ecosystems, people and economies in a globalised world there are strong reasons for European Union (EU) member states to join forces, pool risk and cooperate across borders. Sharing information, good practices, experiences and resources to strengthen resilience and enhance adaptive capacity makes sense economically, environmentally and socially. The European Commission’s 2013 Adaptation Strategy is the first attempt to set EU-wide adaptation and climate resilience and could be considered novel in that it tried to mainstream adaptation goals into relevant legislation, instruments and funds. It was not very proactive, however. It also lacked long-term perspective, failed to put the adaptation file high on the political agenda, was under resourced, and suffered from knowledge gaps and silo thinking. The Commission’s European Green Deal proposal, which has been presented as a major step forward to the goal of Europe becoming the world’s first climate-neutral continent, suggests that the Commission will adopt a new EU strategy on adaptation to climate within the first two years of its mandate (2020-2021). In light of the risks climate change poses to ecosystems, societies and the economy (through inter alia the vulnerability of the supply chain to climate change and its potential failure to provide services to consumers), adaptation should take a prominent role alongside mitigation in the EU’s political climate agenda. Respecting the division of treaty competences, there are important areas where EU-wide action and support could foster the continent’s resilience to climate change. The European Policy Centre (EPC) project “Building a climate-resilient Europe”, which has culminated in this Issue Paper, has identified the following: (i) the ability to convert science-based knowledge into preventive action and responsible behaviour, thus filling the information gap; (ii) the need to close the protection gap through better risk management and risk sharing; (iii) the necessity to adopt nature-based infrastructural solutions widely and tackle the grey infrastructure bias; and (iv) the need to address the funding and investment gap. This Issue Paper aims to help inform the upcoming EU Adaptation Strategy and, by extension, strengthen the EU’s resilience to climate change. To that end, the authors make a call for the EU to mainstream adaptation and shift its focus from reacting to disasters to a more proactive approach that prioritises prevention, risk reduction and resilience building. In doing so, the EU must ensure fairness and distributive justice while striving for climate change mitigation and protecting the environment and biodiversity. To succeed, the new EU Adaptation Strategy will need to address specific challenges related to the information, protection, funding and investment gaps; and the grey infrastructure bias. To tackle and address those challenges, this Paper proposes 17 solutions outlined in Table 1 (see page 6)

Methodological issues in using sequential representations in the teaching of writing

This study looks at a specific application of Ainsworth’s conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student‐generated for a process‐writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re‐writing without feedback or re‐writing based on feedback where the teacher or peers will provide feedback on the original draft and then the students will revise their writing based on the feedback given. The objective was to explore how knowledge of students’ cognitive processes when using multiple organizers can inform the teaching of writing. The literature review analyzes the interaction of the design, function and task components of the framework; culminating in instructional approaches for using multiple organizers for classes with students of different writing abilities. Extended implications for designers of concept mapping tools based on these approaches are provided

Search for one large extra dimension with the DELPHI detector at LEP2

Single photons detected by the DELPHI experiment at LEP2 in the years 1997-2000 are used to investigate the existence of a single extra dimension in a modifed ADD scenario with slightly warped large extra dimensions. The data collected at centre-of-mass energies between 180 and 209 GeV for an integrated luminosity of ~650 pb^-1 agree with the predictions of the Standard Model and allow a limit to be set on graviton emission in one large extra dimension. The limit obtained on the fundamental mass scale MD is 1.69 TeV at 95% CL, with an expected limit of 1.71 TeV.Comment: 10 pages, 2 figures, contributed to Lepton Photon 2007, Daegu, Kore

Teaching Artists Research Project

There have been remarkable advances in arts education, both in and out of schools, over the last fifteen years, despite a difficult policy environment. Teaching artists, the hybrid professionals that link the arts to education and community life, are the creative resource behind much of this innovation. Their best efforts are redefining the roles the arts play in public education. Their work is central to arts organizations' strategies for civic engagement and diverse audiences. Excellent research has shown that arts education is instrumental to the social, emotional, and cognitive development of thousands of young people. But little is known about teaching artists. The Teaching Artists Research Project (TARP) deepens our understanding of world of teaching artists through studies in twelve communities, and it will inform policy designed to make their work sustainable, more effective, and more meaningful. A dozen study sites were selected where funding was available to support exploration of the local conditions and dynamics in arts education: Boston, Seattle, Providence, and eight California communities (San Francisco/Alameda County, Los Angeles, San Diego, Bakersfield, San Bernardino, Santa Cruz, Salinas, and Humboldt County). A thorough literature review was conducted, and NORC conducted stakeholder meetings and focus groups, identified key issues and began designing a multi-methods study that would include surveys for both artists and program managers as well as in-depth interviews of stakeholders -- teaching artists, program managers, school officials, classroom teachers and arts specialists, principals, funders, and arts educators in a wide variety of venues.There are no professional associations and no accreditation for teaching artists, so a great deal of time was spent building a sample of teaching artists and program managers in every study site. The survey instrument was developed and tested, and then fielded on-line in the study sites sequentially, beginning in Chicago, and ending with the southern California sites. To assure a reliable response rate, online surveys were supplemented by a telephone survey. Lists of potential key informants were accumulated for each site, and interviewers were recruited, hired, and trained in each site. Most of the interviewers were teaching artists themselves, and many had significant field knowledge and familiarity with the landscape of arts education in their community. The surveys collected data on some fundamental questions:Who are teaching artists?Where do they work? Under what terms and conditions?What sort of education have they had?How are they hired and what qualifications do employers look for?How much do they make?How much experience do they have?What drew them to the field? What pushes them out?What are their goals?Qualitative interviews with a subsample of survey respondents and key informants delved deeply into the dynamics and policies that drive arts education, the curricula and pedagogy teaching artists bring to the work, and personal histories of some artists. The interviews gathered more detailed information on the local character of teaching artist communities, in-depth descriptions and narratives of teaching artists' experiences, and followed up on items or issues that arose in preliminary analysis of the quantitative survey data. These conversations illuminated the work teaching artists believe is their best and identified the kinds of structural and organizational supports that enable work at the highest level. The interview process explored key areas with the artists, such as how to best develop their capacities, understand the dynamics between their artistic and educational practice, and how to keep them engaged in the field. Another critical topic explored during these conversations was how higher education can make a more meaningful and strategic contribution toward preparing young artists to work in the field. The TARP report includes serious reflection on the conditions and policies that have affected arts education in schools, particularly over the last thirty years, a period of intense school reform efforts and consistent erosion of arts education for students. The report includes new and important qualitative data about teaching artists, documenting their educational background, economic status, the conditions in which they work, and their goals as artists and educators. It also includes new insights about how learning in the arts is associated with learning in general, illuminating findings from other studies that have suggested a powerful connection between arts education and positive outcomes for students in a wide range of domains

Remittances from Sweden. an Exploration of Swedish Survey Data

The present study explores data on transfers of gifts/economic support to relatives from a recent Swedish Household Income Survey (HEK) compiled by Statistics Sweden. It provides the first analysis of demographic determinants of remittances from Sweden based on official household survey and register data. By exploring a data set that also includes non-migrant households, it presents a unique comparison of patterns of gift-giving and intra-family support between migrant and non-migrant households. We argue that data from the Household Income Survey can be used to obtain an empirically based estimation of the determinants of remittances from Sweden. According to our results, the flows of remittances to developing countries from Sweden appear to be relatively small in comparison with remittance flows from other developed countries. The article analyses these transfers of gifts/economic support in relation to different kinds of income, education, age, time since migration, acquisition of citizenship and family situation. Analyses are made for three types of country groups : developing countries, non-developing countries and Sweden. Whereas the general propensity to give economic support to relatives is similar among native Swedes and migrants from developing and non-developing countries, the patterns of gift-giving and intra-family economic support differ significantly over the life course between individuals from different country groups. Native Swedes tend to give gifts and economic support to relatives at higher ages and when they have adult children who have moved away from home. Migrants from developing countries tend to be younger and have children living at home. The propensity of native Swedes to remit increases with increasing income. Among migrants born in developing countries, other factors than income seem to be more decisive for the propensity to remit. Diverging patterns of remittances between migrants from developing countries and the other groups indicate that remittances are strongly related to phases in the individual life course that vary with the individual migration history.Remittances; Intra-family transfers; Life course