@article{63518, author = {{Hagengruber, Ruth Edith}}, journal = {{ZDPE}}, publisher = {{Bettina Bussmann und Vanessa Albus}}, title = {{{Eine Demokratie, die das Recht der Frauen nicht verwirklicht, ist nichtig". Das politische Meisterstücke der Olympe de Gouges (1748-1793)}}}, volume = {{3}}, year = {{2025}}, } @article{58806, abstract = {{The present paper has two objectives. First, it explicates the story, initially portrayed by Eckart Förster, that philosophy allegedly started with publishing of Kant’s CPR and ended a quarter century later when Hegel’s Phenomenology of Mind appeared. We address the questions in what sense this happened and how is this development to be interpreted? Secondly, we demonstrate that similar radical transition from new, “true” beginning of philosophy to its apparent finishing took place in two other, high profile occasions in the history of Western philosophy, in two key points of its development: in the years 390-365 bc, between the early and the late Plato, and between 1898 and 1922, between Russell and Wittgenstein’s Tractatus. These three short-lived, spectacular transitions from philosophy’s alleged start to its alleged ultimate accomplishment give us good reason to speak about a specific 25-years principle in philosophy. In a peculiar way, this principle reveals philosophy’s true nature.}}, author = {{Milkov, Nikolay}}, issn = {{2576-2435}}, journal = {{Journal of Research in Philosophy and History}}, keywords = {{Aristotle, Hegel, Kant, Plato, Russell, Wittgenstein}}, location = {{Rome, Italy}}, number = {{1}}, pages = {{36--43}}, publisher = {{SCHOLINK INC.}}, title = {{{Philosophy’s 25-Years Principle: Philosophy between Intuitive Understanding and Discursive Reasoning}}}, doi = {{10.22158/jrph.v8n1p36}}, volume = {{8}}, year = {{2025}}, } @inbook{58818, author = {{Milkov, Nikolay}}, booktitle = {{Susan Stebbing: Analysis, Common Sense, and Public Philosophy}}, editor = {{Coliva, Annalisa and Doulas, Luis}}, publisher = {{Oxford University Press}}, title = {{{Susan Stebbing and Some Poorly Explored Venues of Analytic Philosophy}}}, year = {{2025}}, } @inbook{58822, abstract = {{In 1921, John Wisdom (1904–1993) became a member of Fitzwilliam House, Cambridge, where he read philosophy and attended lectures by G. E. Moore, C. D. Broad, and J. E. McTaggart. He received his BA in 1924, after which he worked for five years at the National Institute of Industrial Psychology. From 1929 to 1934, Wisdom was a Lecturer in the department of logic and metaphysics at the University of St Andrews and a colleague of G. F. Stout. After the publication of his book Interpretation and Analysis (1931) and five articles on “Logical Constructions” in Mind (1931–3), Wisdom became a Lecturer in Moral Sciences in Cambridge and a Fellow of Trinity College. This gave him the opportunity to gain first-hand knowledge of Wittgenstein’s philosophy. Since nothing by Wittgenstein but Tractatus appeared in print for decades, Wisdom’s publications of these years were—mistakenly—read as portents of the new ideas of Wittgenstein himself. The publication of Wittgenstein’s Philosophical Investigations in 1953 brought with it, among other things, the fall of Wisdom’s popularity. }}, author = {{Milkov, Nikolay}}, booktitle = {{Wittgenstein and Other Philosophers: His Influence on Historical and Contemporary Analytic Philosophers, 2 vol., Volume II}}, editor = {{Khani , Ali Hossein and Kemp , Gary }}, keywords = {{elucidation, facts, Frege, language, metaphysics, G. E. Moore, Russell, Stebbing, John Wisdom, Wittgenstein}}, publisher = {{Routledge}}, title = {{{Wisdom's Wittgenstein}}}, year = {{2025}}, } @inbook{58821, abstract = {{Susan Stebbing wrote only once on Wittgenstein, in her paper ‘Logical Positivism and Analysis’ (1933). The paper was unusually critical of Wittgenstein. It put the Cambridge analytic philosophy of Moore and Russell in a sharp opposition to the positivist philosophy of the Vienna Circle, in which Stebbing included Wittgenstein. Whereas the positivists were interested in analysing language, the Cambridge realists were analysing facts. To be more explicit, the analytic philosophers were engaged in directional analysis, which seeks to illuminate (to elucidate) the multiplicity of the analysed facts. In contrast, positivists aimed at a final analysis that proves that there are simples. Stebbing’s sympathies were clearly on the side of the Cambridge realists. The important implication of Stebbing’s paper was that it urged Wittgenstein to change the style of his philosophy, abandoning those points which allegedly connected him with the Vienna Circle.}}, author = {{Milkov, Nikolay}}, booktitle = {{Wittgenstein and Other Philosophers: His Influence on Historical and Contemporary Analytic Philosophers, vol. II}}, editor = {{Khani , Ali Hossein and Kemp , Gary }}, keywords = {{directional analysis, elucidation, facts, metaphysics, G. E. Moore, Russell, Stebbing, John Wisdom, Wittgenstein}}, publisher = {{Routledge}}, title = {{{Stebbing's Wittgenstein}}}, year = {{2025}}, } @misc{59143, author = {{Peckhaus, Volker}}, booktitle = {{Mathematical Reviews, MR4654178}}, title = {{{Moon, Stella S., “Demarcating Descartes’s Geometry with Clarity and Distinctness”, Synthese 202 (2023), No. 4, Paper No. 124, 29 pp.}}}, year = {{2025}}, } @article{60306, author = {{Schoenert, Kathrin and Sommer, Sabrina and Buhl, Heike M.}}, journal = {{Frontiers in Developmental Psychology}}, title = {{{Impact of felt obligation and perceived mutual reciprocity on support between mothers and their adult children}}}, doi = {{10.3389/fdpys.2025.1508469}}, volume = {{3}}, year = {{2025}}, } @article{59636, author = {{Bohndick, Carla and Breetzke, Jonas and Klingsieck, Katrin B. and Buhl, Heike M.}}, journal = {{Social Psychology of Education}}, title = {{{Students’ personality impacts sense of belonging of students in different ways}}}, doi = {{10.1007/s11218-025-10058-0}}, volume = {{28}}, year = {{2025}}, } @misc{60869, author = {{Peckhaus, Volker}}, booktitle = {{zbMATH Open, Zbl. 07965480}}, title = {{{Bolzano, Bernard, Vermischte Schriften 1845–1847, hg. v. Otto Neumaier, Frommann-Holzboog, Eckhart Holzboog: Stuttgart-Bad Cannstatt 2024 (Bernard Bolzano-Gesamtausgabe. Reihe I: Schriften. Bd. 20,1). }}}, year = {{2025}}, } @misc{59144, author = {{Peckhaus, Volker}}, booktitle = {{zbMATH Open, Zbl. 1556.03003}}, title = {{{Maddy, Penelope, Jouko Väänänen, Philosophical Uses of Categoricity Arguments, Cambridge University Press: Cambridge 2023 (Cambridge Elements).}}}, year = {{2025}}, } @misc{60870, author = {{Peckhaus, Volker}}, booktitle = {{zbMATH Open, Zbl. 079505172}}, title = {{{Wittgenstein, Ludwig, Wiener Ausgabe, Bd. 10,3: Zettelsammlung aus den Synopsen der Manuskriptbände I bis X, hg. v. Michael Nedo, Vittorio Klostermann: Frankfurt a.M. 2024, xv, 479–726 S. }}}, year = {{2025}}, } @misc{59564, author = {{Peckhaus, Volker}}, booktitle = {{zbMATH Open, Zbl. 07925543}}, title = {{{Hermann, Michael, „Der Wandel von Statistik zu Maschinellem Lernen“, SieB. Siegener Beiträge zur Geschichte und Philosophie der Mathematik 17 (2023), 145–179. }}}, year = {{2025}}, } @article{55090, author = {{Grewe, Felix}}, issn = {{2468-4414}}, journal = {{Feminist Encounters Special Issue on Peripheral Visions of Alternative Futures: Feminist Techno-imaginaries}}, number = {{2}}, publisher = {{lectito}}, title = {{{The Need for Diffraction in STEM -fields: An Ethical Feminist Consideration of the Concept of Genderscripting}}}, doi = {{10.20897/femenc/16786 }}, volume = {{9}}, year = {{2025}}, } @misc{60920, author = {{Schmidt, Rebecca}}, booktitle = {{Sozialwissenschaftliche Methodenberatung}}, title = {{{Mit KI (Elicit) den Forschungsstand beschreiben – ein kritischer Erfahrungsbericht}}}, year = {{2025}}, } @inbook{59865, author = {{Schmidt, Rebecca}}, booktitle = {{Transdisziplinäre Räume in den Kulturwissenschaften}}, editor = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena}}, pages = {{339--363}}, publisher = {{Verlag Herder GmbH}}, title = {{{Participatory Research with Teachers - A Critical Analysis of Power Dynamics}}}, volume = {{3}}, year = {{2025}}, } @inbook{60524, abstract = {{Damit sich Lehramtsstudierende Genderkompetenz im Studium aneignen können, ist es zunächst notwendig, diese zur Reflexion über Gender anzuregen – so die These dieses Beitrags. Kompetenzen entstehen durch die Aneignung von Kenntnissen, Fähigkeiten, Fertigkeiten und Werthaltungen und sind an Sozialisationserfahrungen und damit inkorporierte Handlungsweisen und Normen gebunden Genderkompetenz ist notwendig, um Schülerinnen und Schülern gleiche Entwicklungschancen jenseits geschlechtsspezifischer Zuschreibungen zu ermöglichen und bei angehenden Lehrkräften umfassende Genderkompetenz zu etablieren. Dabei ist Gender sozial konstruiert, was als „doing gender“ bezeichnet wird. Der vorliegende Beitrag stellt ein Seminarkonzept vor, in dem über den Doing-Gender-Ansatz die alltägliche Herstellung von Geschlecht in den Mittelpunkt gerückt wird. Erst wenn – so die Grundannahme des Beitrags – verstanden ist, wie Geschlecht in der Gesellschaft über das Doing Gender (re)produziert wird, kann das Doing durch eigene Verhaltensänderungen verändert werden. Wie dies erreicht werden kann, wird im Folgenden dargestellt. Dazu wird zunächst das Seminarkonzept vorgestellt, in dem durch die Reflexion einer schulischen Situation, in die die Studierenden selbst involviert waren, das Doing Gender aufgedeckt wird. Anschließend wird eine Typologie von Situationen vorgestellt, die auf den Portfolios von fünf Seminaren (WS 21/22bis WS 23/24) basiert. Abschließend wird evaluiert, inwieweit ein Kompetenzerwerb in Bezug auf Gender im Seminar stattgefunden hat.}}, author = {{Steinhardt, Isabel}}, booktitle = {{Förderung von Genderkompetenz in der Ausbildung von Lehrkräften}}, editor = {{Glockentöger, Ilke}}, keywords = {{Doing Gender, Lehramt, Kompetenzen}}, pages = {{203--209}}, publisher = {{wbv}}, title = {{{Doing Gender Reflexionen im Lehramtsstudium}}}, year = {{2025}}, } @unpublished{61119, abstract = {{

The present article offers an assessment of intra-individual variability in visualattention using the Theory of Visual Attention, which provides a formal framework forquantifying attentional components. We specifically investigated overall attentionalcapacity – that is, the available processing speed – and its distribution, the relativeattentional weight.By reanalyzing a large existing dataset from Tünnermann and Scharlau (2021),we found that across multiple testing days, participants either remained stable within a20 Hz margin or showed consistent improvements in capacity – in some cases triplingtheir initial capacity. The weights in response to salient stimuli were remarkablyconsistent.To determine whether increases in capacity reflect pure test-retest effects or arefacilitated by consolidation between days, and to quantify within-day variability, weconducted a second study in which participants completed five self-administeredsessions within a single day. Capacities remained within the same magnitude and didnot show a consistent directional trend. The relative weights exhibited comparativelylittle variation in most participants, akin to the previously analyzed dataset. Further,estimation uncertainty increased with higher capacity values.These results suggest that capacity may be subject to training effects, but thatsuch improvements appear to depend on longer breaks between sessions. This hasimportant implications for individualized assessment: A personal prior could beestimated from a single session to accelerate future estimations, as long as subsequentsessions occur on the same day. Participants with higher capacities may require tailoredexperimentation methods when small to medium effects are of interest, due to increaseduncertainty.

}}, author = {{Banh, Ngoc Chi and Scharlau, Ingrid}}, publisher = {{Center for Open Science}}, title = {{{Intra-individual variability in TVA attentional capacity and weight distribution: A reanalysis across days and an experiment within-day}}}, year = {{2025}}, } @inbook{65262, author = {{Brucks , Tabea and Buhl, Heike M.}}, booktitle = {{Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen. Ein Lehrbuch mit Unterrichtsmaterialien}}, editor = {{Scharlau, Ingrid and Bender, Elena and Patrzek, Justine and Schreiber, Christine}}, pages = {{201--228}}, publisher = {{Springer}}, title = {{{Digitale Ressourcen im Psychologieunterricht}}}, year = {{2025}}, } @inbook{60605, author = {{Diederich, Julia and Magdeburg, Lena Maria}}, booktitle = {{Sexuelle Bildung in der Grundschule und der universitären Lehrer*innenausbildung. Perspektiven aus Forschung, Praxis und Lehre}}, editor = {{Struck, Constanze and Warburg, Saskia}}, pages = {{57--66}}, publisher = {{Verlag Barbara Budrich}}, title = {{{Sexuelle Bildung und (außer-)schulische Bildungspartner}}}, year = {{2025}}, } @misc{59167, author = {{Thomas, Sven}}, booktitle = {{HannahArendt.Net}}, number = {{1}}, pages = {{240–242}}, title = {{{Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis}}}, doi = {{10.57773/HANET.V14I1.607}}, volume = {{14}}, year = {{2025}}, }