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Although the literature on the determinants of training has considered individual and firm-related characteristics, it has generally neglected regional factors. This is surprising, given the fact that labour markets differ by regions. Regional factors are often ignored because (both in Germany and abroad) many data sets covering training information do not include detailed geographical identifiers that would allow a merging of information on the regional level. The regional identifiers of the National Educational Panel Study (Starting Cohort 6) offer opportunities to advance research on several regional factors. This article summarizes the results from two studies that exploit these unique opportunities to investigate the relationship between training participation and (a) the local level of firm competition for workers within specific sectors of the economy and (b) the regional supply of training measured as the number of firms offering courses or seminars for potential training participants.
In this chapter, I consider the unity of self-consciousness and objectivity. Starting from the notion that the objective character and the self-conscious character of thought seem in tension, I discuss Sebastian Rödl’s Self-Consciousness and Objectivity and his thesis that this tension is merely apparent. This resolution suggests an immediate route to absolute idealism. I recall two Hegelian objections against such an immediate route. Against this background, it transpires that the dissolution of the apparent opposition of objectivity and self-consciousness can only be a preliminary step, opening our eyes to an actual opposition animating the pursuit of knowledge: the opposition of knowledge of nature and self-knowledge. This actual opposition cannot be removed as merely apparent and instead has to be sublated through articulation of its speculative unity. I consider two paradigms for the exposition of such a speculative unity: Kant’s account of judgments of beauty, and Hegel’s account of the speculative unity of life and self-consciousness. I close by contrasting these two approaches with Rödl’s characterization, which strikes me as one-sided. Absolute idealism, properly understood, requires us to develop the speculative unity of knowledge of nature and self-knowledge from both sides, showing us that knowledge of nature is self-knowledge, but equally: that self-knowledge requires knowledge of ourselves as nature.
The conception of property at the basis of Hegel’s conception of abstract right seems committed to a problematic form of “possessive individualism.” It seems to conceive of right as the expression of human mastery over nature and as based upon an irreducible opposition of person and nature, rightful will, and rightless thing. However, this chapter argues that Hegel starts with a form of possessive individualism only to show that it undermines itself. This is evident in the way Hegel unfolds the nature of property as it applies to external things as well as in the way he explains our self-ownership of our own bodies and lives. Hegel develops the idea of property to a point where it reaches a critical limit and encounters the “true right” that life possesses against the “formal” and “abstract right” of property. Ultimately, Hegel’s account suggests that nature should precisely not be treated as a rightless object at our arbitrary disposal but acknowledged as the inorganic body of right.
Invention
(2023)
This entry addresses invention from five different perspectives: (i) definition of the term, (ii) mechanisms underlying invention processes, (iii) (pre-)history of human inventions, (iv) intellectual property protection vs open innovation, and (v) case studies of great inventors. Regarding the definition, an invention is the outcome of a creative process taking place within a technological milieu, which is recognized as successful in terms of its effectiveness as an original technology. In the process of invention, a technological possibility becomes realized. Inventions are distinct from either discovery or innovation. In human creative processes, seven mechanisms of invention can be observed, yielding characteristic outcomes: (1) basic inventions, (2) invention branches, (3) invention combinations, (4) invention toolkits, (5) invention exaptations, (6) invention values, and (7) game-changing inventions. The development of humanity has been strongly shaped by inventions ever since early stone tools and the conception of agriculture. An “explosion of creativity” has been associated with Homo sapiens, and inventions in all fields of human endeavor have followed suit, engendering an exponential growth of cumulative culture. This culture development emerges essentially through a reuse of previous inventions, their revision, amendment and rededication. In sociocultural terms, humans have increasingly regulated processes of invention and invention-reuse through concepts such as intellectual property, patents, open innovation and licensing methods. Finally, three case studies of great inventors are considered: Edison, Marconi, and Montessori, next to a discussion of human invention processes as collaborative endeavors.
Social institutions
(2024)
Social institutions are a system of behavioral and relationship patterns that are densely interwoven and enduring and function across an entire society. They order and structure the behavior of individuals in core areas of society and thus have a strong impact on the quality of life of individuals. Institutions regulate the following: (a) family and relationship networks carry out social reproduction and socialization; (b) institutions in the realm of education and training ensure the transmission and cultivation of knowledge, abilities, and specialized skills; (c) institutions in the labor market and economy provide for the production and distribution of goods and services; (d) institutions in the realm of law, governance, and politics provide for the maintenance of the social order; (e) while cultural, media, and religious institutions further the development of contexts of meaning, value orientations, and symbolic codes.
I need to move it, move It!
(2024)
Purpose
Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings.
Approach
The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time.
Findings
The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance.
Originality
The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning.
The contribution explores how an understanding of neoliberal subjectification in socio-economic education can serve to counteract the trend marketisation of democracy. Drawing on Foucault’s lectures on biopolitics and Brown’s current analysis of neoliberalism, it lays out a sociological explanation that treats the idea of homo economicus as a structuring element of our society and outlines the threat this poses to the liberal democratic order. The second part of the contribution outlines – through immanent critique – an ideology-critical analytical competence that uses key problems to illuminate socially critical perspectives on social reality. The objective is to challenge some of the foundations of social order (Salomon, D. Kritische politische Bildung. Ein Versuch. In B. Widmaier & Overwien, B. (Hrsg.), Was heißt heute kritische politische Bildung? (S. 232–239). Wochenschau, 2013) in pursuit of the ultimate objective of an educated and assertive citizenry.