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Das Buch konstatiert, dass mit und nach der Postmoderne etwas Grundsatzlicheres geschehen ist als nur eine Pluralisierung der Stile, ein Wiederzulassen des Ornamentes und des historischen Zitats. Der Autor spricht von einem Neuen Humanismus in der Architektur. Anders als bei Vitruv, bei dem der Mensch das Grundma fur die Architektur abgab und insofern dessen Geometrie bestimmte, sei der Mensch heute als Benutzer, als jemand, der sich in und in der Umgebung von Gebauden in bestimmter Weise befindet, zum Bezugspunkt des Bauens geworden. Das eigentliche Thema der Architektur, behauptet Bohme, ist der Raum und zwar der gestimmte Raum, also die Atmosphare. Das Buch fuhrt umfassend in die Asthetik der Atmospharen ein, studiert die Rolle nicht-materieller Elemente, wie Licht und Ton, in der Architektur, problematisiert die traditionelle Auffassung von Architektur als einer visual art, fuhrt das Atmospharenkonzept in Fallstudien durch (z.B. Stadtplanung und Kirchenbau) und widmet sich schlielich den kritischen Aspekten einer Architektur der Atmospharen: der moglichen politischen und okonomischen Manipulation durch eine Architektur, die zum Buhnenbild gerat.

Das Buch konstatiert, dass mit und nach der Postmoderne etwas Grundsätzlicheres geschehen ist als nur eine Pluralisierung der Stile, ein Wiederzulassen des Ornamentes und des historischen Zitats.Der Autor spricht von einem Neuen Humanismus in der Architektur.

Technology has extended its reach to the human body, not just in a literal sense, through implants, transplants and technological substitutes for biological organs, but in a more figurative sense too. Technological infrastructure and the institutions of a technified society today determine what perception is, how we communicate and what forms of human relationship with the natural world are possible. A fundamental new conception of technology is urgently needed. Technology can no longer be seen as a means for efficiently attaining pre-established ends. Rather, it must be seen as a total structure which makes new forms of human action and human relationship possible, while limiting the possibilities of others. In Invasive Technification, acclaimed German philosopher Gernot Böhme offers a reading of technology that explores the many dimensions in which technology presents challenges for modern human beings. It is a book about the preservation of humanity and humane values under the demanding conditions of a technically advanced civilisation and makes a major contribution to the contemporary philosophy of technology.

If computer and Internet competence can be regarded as the fourth basic cultural competence, then it is indeed a public responsibility to ensure the mediation of this competence. However, the ranking and sequence between the three classical cultural competences and the fourth must be determined. It should be borne in mind that the classical cultural competences represent the indispensable prerequisite for competently operating with computers and the Internet. Anyone who is unable to calculate cannot deal competently with electronic computers; anyone who is unable to read and write cannot deal competently with word processing machines. These are postulates, however, and things could turn out differently. From a global perspective there is a strong temptation to replace literacy programs by computer courses. This modernization would reduce human beings to the level of primates, with which researchers communicate by teaching them to use typewriters. What does it consist of and what is to be taught? The most immediate answer, which admittedly begs the question, is: computer science or \"information science\". As the computer is thought of as an information-processing system, it is believed that computer science is the appropriate subject in which to acquire the necessary computer competence. This is also how computer scientists see themselves. For example, Wilfried Brauer and his colleagues formulate the matter as follows: \"Information science is the science of the systematic processing of information -- especially automatic processing with the aid of digital calculators. It and the technology of data processing systems form the basic pillars of data processing.\"(7) Here computer science itself is just as uncritical as those who introduce it into the school curriculum in order to meet the societal needs of the knowledge society. A critical theory of information science has yet to be produced. Like the critical theory of the knowledge society, it would have to differentiate between knowledge and information. Alfred Lothar Luft makes a start on such a theory by describing information science as a technical science concerned with \"the representation of knowledge in the form of data, and the reduction of intellectual activities to algorithms and processes which can be simulated by machines.\"(8) The subject matter of a critical information science would be not only information-processing as such, but processes of the information of knowledge on the one hand and of the appropriation of information and its conversion into knowledge on the other. Only such an information science could teach computer competence in the true sense, namely those cognitive abilities and skills which enable an individual to evaluate the significance of technically prepared information and to convert that information into meaningful knowledge. After the dismissal of Reason as an unquestioned guideline, it is no straightforward matter to say what is the correct educational policy in the knowledge society. But it will at least be possible to distinguish what is rational in the sense of reasonable, and what is not. An educational policy is reasonable if it is resonates with an awareness of social realities, but also with an awareness of the developmental possibilities of children and young people.(15) Such a policy will accept that we live in a society in which computer and Internet competence is becoming the fourth basic cultural competence, but it will see this in relation to the classical cultural competences and adapt the teaching of such competence to the age of young people. It is certainly unreasonable to place schools in the service of a short-term need, or to justify the forced computerization of schools by the current need for highly-qualified IT technicians. It is also unreasonable to initiate the necessary long-term adaptation of schools to the knowledge society from the hardware side, so to speak, by inundating schools with computers and thus to overloading educational budgets, or to give way to the temptations represented by start-up gifts from industry. The computer has not improved human life, it has not even led to increased efficiency or productivity.(16) Life has not become better, but different. The main effect the computer has produced is that a new growth sector of the conomy has been opened up which has allowed the decline of other sectors to be compensated. Schools, too, will be different as a result of computers, but it is unreasonable to want to adjust to this change solely by addressing the technical aspect of computers and the Internet, for example, by merely introducing basic instruction in information technology and computer science in schools.

Paul J.Crutzen setzte sich 2001 in GAIA kritisch mit der Gaia-Hypothese von James Lovelock auseinander. Nun bezieht sich Bruno Latour in seinem Buch Kampf um Gaia ebenfalls auf die Gaia-Hypothese, wenn er für ein neues Naturverständnis plädiert. Für Latour ist GAIA ein instabiles Wesen voll mannigfaltiger Rückkopplungsschleifen ‐ die sie vorantreibenden Wirkmächte sind Feinde, die sich gegenseitig bekriegen.

The trial of the German doctors exposed atrocities of Nazi medical science and led to the Nuremberg Code governing human experimentation. In Japan, Unit 731 carried out hideous experiments on captured Chinese and downed American pilots. In the United States, stories linger of biological experimentation during the Korean War. This collection of essays looks at the dark medical research conducted during and after World War II. Contributors describe this research, how it was brought to light, and the rationalizations of those who perpetrated and benefited from it.

Architecture is increasingly understood to be a sensual, spatial experience, which means that the experience of buildings and spatial constellations is also a perception of atmospheres that are rated as positive or negative. Architects, planners, investors, and politicians must produce effects such as these according to intersubjective and communicable criteria, and not intuitively or randomly. Architectural Atmospheres addresses the growing awareness of the atmospheric dimension of architecture and provides a current, programmatic discussion of this topic. What possibilities does this approach open to architecture, what value does this knowledge have? Three essays and a conversation lead a cross-discipline discussion on the impact of architecture, and contribute to the debate first initiated by Peter Zumthor. The texts are accompanied by thirty-five color images that capture architectural moods in a variety of ways. Gernot Böhme is Professor Emeritus of Philosophy at Darmstadt Technical University and Director of the Institute for Practical Philosophy, e.V., Ipph, in Darmstadt, Germany. Christian Borch is Professor of Political Sociology at the Department of Management, Politics, and Philosophy, Copenhagen Business School, Denmark. Olafur Eliasson is a Danish-Icelandic artist. Eliasson incessantly explores our modes of perceiving. His work spans photography, installation, sculpture, and film. Juhani Pallasmaa is one of Finland's most distinguished architects and architectural thinkers.