Metaethics is traditionally understood as a non-moral discipline that examines moral judgements from a standpoint outside of ethics. This orthodox understanding has recently come under pressure from anti-Archimedeans, such as Ronald Dworkin and Matthew Kramer, who proclaim that rather than assessing morality from an external perspective, metaethical theses are themselves substantive moral claims. In this paper, I scrutinise this anti-Archimedean challenge as applied to the metaethical position of expressivism. More precisely, I examine the claim that expressivists do not avoid moral commitments when accounting for moral thought, but instead presuppose them; they do not look at ethics from the outside, but operate from within ethics. This paper defends the non-moral status of expressivism against anti-Archimedeanism by rejecting a new anti-Archimedean challenge which, on the basis of Hume’s Law, aims to exploit expressivist explanations of supervenience in order to show that expressivism is a substantive moral position.
This paper analyzes the syntactic properties of adverbial clauses in the Tsezic
languages, a group of five to six languages from the Nakh-Daghestanian language
family (Caucasus, Russia). These languages make heavily use of converbs and other
non-finite verb forms in order to form complex sentences. The syntactic analysis
presented builds on Bickel’s (2010) variables for the investigation of clause-linkage
patterns and is based on data from natural texts. I mainly focus on coreference, scope
properties, word order and extraction. Despite being closely related and syntactically
rather similar, the Tsezic languages show some variation with respect to coreference
and zeros in converbal clauses. This paper thus confirms the validity of
microtypological studies and positions Tsezic converb constructions within a cross-
linguistic typology of complex sentences.
Studies show the important role of the home learning environment in early childhood for later school success. This article focuses on a particular aspect of the home learning environment: visits to cultural learning places (e.g. museums) as a component of the quality of the home learning environment. Therefore the educational concept of educational quality in family settings and the sociological concept of cultural capital were combined. The question is how often parents visit cultural learning places with their children and what aspects influence this participation. Data are from the German longitudinal study BiKS-3-10 (N = 554 children and their families). Multivariate regression analyses show that parental educational beliefs and high cultural resources in the families are relevant factors for the visits to cultural learning places. Socioeconomic background variables are less important. The results are discussed with respect to practical and political issues.