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Albert Lewis's article (Annals of Science, 1977) analysing the influence of Friedrich Schleiermacher on Hermann Grassmann, stimulated many different studies on the founder of n-dimensional outer algebra.
Following a brief outline of the various, sometimes diverging, analyses of Grassmann's creative thinking, new research is presented which confirms Lewis's original contribution and widens it considerably. It will be shown that:
i. Grassmann, although a self-taught mathematician, was at the centre of a hitherto understated intellectual trend, which was defining for Germany. Initiated by Pestalozzi's concept of elementary mathematical education and culminating in the modern mathematics of the late 19th Century, it was reflected in the contributions of Grassmann, Riemann, Jacobi and Eisenstein.
ii. Hermann Grassmann, his father Justus, and his brother Robert were all demonstrably influenced by Schleiermacher's dialectic; however the two brothers responded to it in very different ways.
iii. Whilst the more philosophical parts of Hermann's 1844 Extension Theory are characterised by the influence of Schleiermacher and also by the mathematical knowledge of his father, the entire development of this work is the unfolding of a single idea based on the father's interpretation of combinatorial multiplication as a 'chemical conjunction', which was developed largely dialectically by Hermann.
Ohne festen Boden zwischen den Zeilen oder: Die Philosophie der Wende und die Wende der Philosophie
(1992)
Informatik und Bildung
(1993)
Zukunft durch Grenzen
(1993)
Zum Problem der Grenze
(1995)
Nichts bleibt wie es wird
(1998)
Aporien der Moderne am Ausgang des Jahrtausends: Gesellschaft, Kultur und Politik in der Krise?
(2001)
Inwiefern es Sinn macht, das Internet als Medium zu betrachten : ein technikphilosophischer Ansatz
(2003)
Für Helmut John
(2005)
Einführende Betrachtungen
(2005)
Die Neuen Medien und die kulturelle Vielfalt Europas : zur Konzeption der ersten CultMedia-Befragung
(2006)
The design of an empirical-comparative pilot survey to the influence of the internet on the cultural identity of the students at European universities is presented. Cultural practices in handling the internet are to be uncovered and be analyzed in their relevance for the formation of identity. In a continuing longitudinal study the resuming change potentials should be observed.
Four examples for the problem of Internet security are discussed. The examples refer to the triple dimensionality of the security problem: Safety, Security and Reliability. If we understand the mediality of the Internet as an integrated whole of means, medium and environment with instrumental, communicative und cultural aspects we can describe the security problem as a Rubik's Cube of Internet Risks.
Vorbemerkung der Herausgeber
(2006)
"Technologische Konvergenz" und die "Hochzeit von Mensch und Maschine" - (er)finden wir Utopia
(2006)
Vorwort
(2006)
Graßmann
(2006)
Einführung
(2010)
e-Learning und Lernkultur
(2007)
As future chances of nations depend more and more on their ability to develop innovations and master risks, the change from knowledge society to education society is now on the agenda. Education is more than training, competence is more than knowledge. The new challenge is the development of self organization dispositions of the individuals in handling uncertainty. In other words, the development of competences as technical, instrumental and value centred predispositions is coming now into the focus of learning under the aspects of risk and/or innovation. In this context it seems to be necessary to prove at the university how learning by using electronic media can determine a new culture of learning.