Steen Brock

We argue that Bohrian complementarity is a framework for making new ontological sense of scientific findings. It provides a conceptual pattern for making sense of the results of an empirical investigation into new realms or fields of natural properties. The idea of “formation length” engenders this mutual attunement of evidence and reality. Physicists want to be able to ascribe ontological features to atomic constituents and atomic processes such as “emission”, “impact”, or “change of energy-state”. These expressions supposedly refer to “local” forms of physical change that in sum constitute the possibility of there being a “global” (for example an atomic) system of possible states. We argue that it is only because we can act it out in the design of experiments that we canmake sense of the link between classical and quantum theoretical systems. We need the notion of formation length in order to express the principle that the atom is a causal unity. This not in the sense of being the ground for a particular kind of causality, but in the sense of unifying the grounds for the variety of causal manifestations that constitutes the atom.

In this article, drawing on the discursive psychology of Rom Harré, we show how mapping the exchange of words among people might disclose a complex reality; not merely that which farmers explicitly talk ‘about’ but the reality implicitly at stake within the communication. More specifically, we show how discourses involving modern farmers reveal an underlying placing in an abstract space, having sub-spaces defined by the life-orientation, sense of self and according self-positioning of modern people. In this way, we construct a road map of a set of ‘individualities’ characterizing the life of modern farmers: an individuality of citizenship, an individuality of geographies and an individuality of experience. Consequently, farmers face the problem that this multiplicity of individuality prevents them from communicating, as we will call it, univocally in the public by contrast to the univocal voices of other established social groups. We will analyse the structure of that problem by viewing diverse relations between the authority and the authenticity of different partners in the conversation on land use.

In this essay, I will discuss a variety of considerations that Goethe expressed in his writings. I will with few exceptions address these writings in chronological order. I include both literary and scientific-philosophical works. In this way I hope to show that a certain theme is at the heart of Goethe’s thinking, and that Goethe’s later works expresses a sophisticated and “deep” account of this theme. In addition, I will try to explain how one can ascribe this Goethean theme to major philosophers of the twentieth century – Cassirer, Merleau-Ponty, and Wittgenstein. The theme in question concerns the individuality of a human life in a metaphysical sense, characterizing the individual as situated “in between” Nature and Culture. By being both a child of Nature and a child of Culture, the fate of individuals is the transformation of previously given human concerns and practices. There never is a natural child nor a cultural formation securing human individuality. In Goethe’s words: The history of an individual human being is the individual human being. “Die Geschichte der Wissenschaft ist die Wissenschaft selbst, die Geschichte des Individuums, das Individuum”. See Hamacher. Hamacher’s book has been a major source for me!

On the basis of first a critique of Bakhurst view on (respectively) the notion of “the space of reasons”, “second nature” and “formation”, and second, Wittgenstein’s view on culture and education, I go into details about how one might apply Wittgensteinian thought within a new assessment of education, seen as a matter of “taking steps” within a toolbox or platform generated by forms of teaching. Invoking Kierkegaard, I conclude that the educated person does not incarnate “an absolute difference” in relation to non-educated beings. The educated person is instead the embodiment of “a difference”, that is, of an individuality. Education is not taking the individual from A (barbarian state) to B (better having than not having); it is providing the platform for the possibility of the actuality of somebody’s “being at B”. The argument is: Teaching gives different individuals the same such platform but each person appropriates the platform differently to the effect that the actuality of being “at B” is different from person to person.

Steen Brock paints a cross-disciplinary picture of the philosophical and scientific background for the rise of the quantum theory. He accounts for the unity of Kantian metaphysics of Nature, the Helmholtzian principles, and the Hamiltonian methods of modern pre-quantum physics. Brock shows how Planck's vision of a generalization of classical physics implies that the original quantum mechanics of Heisenberg can be regarded as a successful attempt to maintain this modern unity of physics.However, for Niels Bohr, the unity of science and metaphysics did not end in the world of physics. The development of quantum physics had general implications both for other sciences and for various philosophical issues. Brock discusses these matters with respect to recent topics within the philosophy of science and major interpretations of Bohr's ideas. The author invites the reader to follow a long andwinding route of thought which, in the end, culminates in Bohr's ideas of complementarity, culture and Spirit.