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In the years around the Second World War, policymakers in the US & Western Europe faced security challenges occasioned by the development of new technologies & the emergence of transnational ideological conflict. In coming to terms with these challenges, they developed the historically novel practice in which a state might maintain a long-term, peacetime military presence on the territory of another sovereign state without the subjugation of the latter. Such arrangements between substantive equals were previously unthinkable: under the inherited understanding of sovereignty, in which there was a tight linkage between military presence & territorial authority, such military presences could be understood only in terms of occupation or annexation. This text applies concepts derived from pragmatist thought to a historical study of the relations between the US & its wartime allies to explain the origin of this phenomenon.

In Armed Guests, Sebastian Schmidt develops a theory to explain the emergence of this phenomenon, which he calls "sovereign basing," and in doing so, shows how this new practice fundamentally changed state sovereignty and the very nature of security competition. He applies concepts derived from pragmatist thought to a historical study of the relations between the United States and its wartime allies to explain how sovereign basing originated through the efforts of policymakers to come to grips with the unique security environment of the postwar era.

In the years around the Second World War, policymakers in the US & Western Europe faced security challenges occasioned by the development of new technologies & the emergence of transnational ideological conflict. In coming to terms with these challenges, they developed the historically novel practice in which a state might maintain a long-term, peacetime military presence on the territory of another sovereign state without the subjugation of the latter. Such arrangements between substantive equals were previously unthinkable: under the inherited understanding of sovereignty, in which there was a tight linkage between military presence & territorial authority, such military presences could be understood only in terms of occupation or annexation. This text applies concepts derived from pragmatist thought to a historical study of the relations between the US & its wartime allies to explain the origin of this phenomenon.

The present book proposes a systematic understanding about the conditions, mechanisms, influences, and processes evolving into a creative behavior in music, based on interdisciplinary perspectives of the cognitive sciences.In his research study, Sebastian Schmidt focuses on so-called musical extrapolations' processes which bring the elusive quality of music into mental existence by creating extrapolations about possible future occurring events, their musical meanings, and the interrelations of their meanings. These processes, involved while music is being listened to and composed, are defined as the result of implicit and explicit problem-solving processes which are guided in tangible ways by factors of intrinsic activities and motivation, pre-disposed and experience-based structures, and environmental pressure. Contents Perspectives of Developmental Psychology - Between Pre-disposed Structures and Musical Experience Perspectives on Creativity in General and while Music is being Listened to and Composed At the very Heart (of Music) The Model of Musical Extrapolations - Basic Factors and their Inter-dependencies Perspectives of Investigation Based on the Outlined Model of Musical Extrapolations Target Groups Lecturers and students of media sciences Media researcher, systematic musicologists, educational psychologists, and creativity researcher About the Author Sebastian Schmidt received his doctorate at the University of Music in Karlsruhe, Germany. His research specializes in the tension field between musicology, music theory,and the cognitive sciences

Im vorliegenden Buch setzt der Autor sich mit dem großen Thema 'Bildung' und den Schul- und Bildungsvorstellungen des renommierten Pädagogen Hartmut von Hentig auseinander. Dabei geht er der Frage nach, wie sich diese Ideen und Konzepte in den schulischen Alltag integrieren lassen und in welcher Weise sie dort wirksam werden, aber auch welche Probleme es bei der Umsetzung dieser Idealvorstellungen gibt. Dazu untersucht er exemplarisch die Bielefelder Laborschule, die nach den Ideen von Hentigs gegründet wurde und bis heute als Reformschule die Bildungslandschaft zu Diskussionen über die richtigen Wege der Erziehung und Bildung von Heranwachsenden in der Schule anregt. Anhand eines Experteninterviews mit einer Lehrerin und Forscherin, die viele Jahre an der Laborschule arbeitete, Frau Dr. Annemarie von der Groeben, geht der Autor einer Reihe von Forschungsfragen zur Umsetzung der Schul- und Bildungsvorstellungen nach. Bei seinen Nachforschungen greift der Verfasser auf eine Reihe von wissenschaftlichen Studien zurück, die sich bereits mit der Evaluation spezifischer Aspekte der Laborschule befasst haben. Besonders überzeugend gelingt dem Autor dabei die Kombination von Theorie und Empirie, indem er die Bildungstheorie Hartmut von Hentigs historisch einordnet, daraufhin empirisch anhand der Laborschule und ihres pädagogischen Alltags untersucht und zum Schluss die Befunde kritisch reflektiert. Hierbei zeichnet er die zentralen wissenschaftlichen Diskussionen nach und bettet die eigene Studie in diesen Kontext ein.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Acknowledgements -- 1 Introduction: Towards an Ethics of Mind -- PART I New Perspectives on Belief Normativity -- A Doxastic Agency and Responsibility -- 2 Implications of the Debate on Doxastic Voluntarism for W. K. Clifford's Ethics of Belief -- 3 Believing as We Ought and the Democratic Route to Knowledge -- 4 Responsibility for Doxastic Strength Grounds Responsibility for Belief -- B Reasons for Belief -- 5 Relationships and Reasons for Belief