Results for 'A. C. Morel'

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  1.  38
    Reduced Direct Products.T. Frayne, A. C. Morel & D. S. Scott - 1966 - Journal of Symbolic Logic 31 (3):506-507.
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  2.  28
    Common to body and soul: philosophical approaches to explaining living behaviour.R. A. H. King, E. Hussey, R. Dilcher, D. O'Brien, T. Buchheim, P.-M. Morel, T. K. Johansen, R. W. Sharples, C. Rapp, C. Gill & R. J. Hankinson - unknown
    The volume presents essays on the philosophical explanation of the relationship between body and soul in antiquity from the Presocratics to Galen. The title of the volume alludes to a phrase found in Plato, Aristotle and Plotinus, referring to aspects of living behaviour involving both body and soul, and is a commonplace in ancient philosophy, dealt with in very different ways by different authors.
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  3.  24
    History of American Political Thought.John Agresto, John E. Alvis, Donald R. Brand, Paul O. Carrese, Laurence D. Cooper, Murray Dry, Jean Bethke Elshtain, Thomas S. Engeman, Christopher Flannery, Steven Forde, David Fott, David F. Forte, Matthew J. Franck, Bryan-Paul Frost, David Foster, Peter B. Josephson, Steven Kautz, John Koritansky, Peter Augustine Lawler, Howard L. Lubert, Harvey C. Mansfield, Jonathan Marks, Sean Mattie, James McClellan, Lucas E. Morel, Peter C. Meyers, Ronald J. Pestritto, Lance Robinson, Michael J. Rosano, Ralph A. Rossum, Richard S. Ruderman, Richard Samuelson, David Lewis Schaefer, Peter Schotten, Peter W. Schramm, Kimberly C. Shankman, James R. Stoner, Natalie Taylor, Aristide Tessitore, William Thomas, Daryl McGowan Tress, David Tucker, Eduardo A. Velásquez, Karl-Friedrich Walling, Bradley C. S. Watson, Melissa S. Williams, Delba Winthrop, Jean M. Yarbrough & Michael Zuckert - 2003 - Lexington Books.
    This book is a collection of secondary essays on America's most important philosophic thinkers—statesmen, judges, writers, educators, and activists—from the colonial period to the present. Each essay is a comprehensive introduction to the thought of a noted American on the fundamental meaning of the American regime.
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  4.  44
    Qui a peur de l'éthologie ? Action humaine et action animale chez Aristote.Pierre-Marie Morel - 2013 - Archai: Revista de Estudos Sobre as Origens Do Pensamento Ocidental 11:91-100.
    On décèle une tension entre deux tendances dans la philosophie aristotélicienne de la praxis : d’une part; une insistance claire sur la spécificité de l’action humaine par rapport à la conduite animale ; d’autre part; la volonté de définir un genre commun pour les différents types d’activités; humaines et animales. Si cette tension peut être surmontée; c’est sans doute en distinguant les différents registres (axiologique; psychologique; éthologique) du discours aristotélicien. C’est aussi en précisant le type de ressemblance qui; à la (...)
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  5.  7
    Céramiques à vernis noir d'Italie trouvées à Délos.Jean-Paul Morel - 1986 - Bulletin de Correspondance Hellénique 110 (1):461-493.
    L'examen de la céramique à vernis noir d'époque hellénistique trouvée à Délos fait apparaître la présence de productions importées d'Italie. Il s'agit de campaniennes A, Β et C du IIe et du Ier s. av. J.-C, au nombre de quelque 150 fragments qui se répartissent pour l'essentiel entre les deux premières catégories. Après en avoir dressé un catalogue, on examine les implications historiques de cette présence, apparemment unique dans la moitié orientale de la Méditerranée, sous l'angle des modalités de la (...)
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  6.  10
    La nature ne fait rien en vain.Pierre-Marie Morel - 2016 - Philosophie Antique 16:9-30.
    La formule célèbre d’Aristote « la nature ne fait rien en vain », telle qu’elle est utilisée dans le traité sur la Locomotion des animaux, invite à reformuler le problème général du finalisme en zoologie et de la conformité à la nature. Bien que cette formule, en première approche, semble aller dans le sens d’une téléologie cosmique ou globale, elle conduit en fait à privilégier une téléologie relative, c’est-à-dire locale, qui opère à l’échelle des êtres vivants. Elle s’applique en effet, (...)
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  7.  25
    Sexe, genre et identité : du symptôme au sinthome.Geneviève Morel - 2005 - Cités 21 (1):61.
    Si « mon corps est à moi », pourquoi ne serait-il pas raisonnable de changer de sexe ? Telle est la question, finalement curieuse, que pose Pierre-Henri Castel dans son ouvrage monumental sur le transsexualisme1, où, bien au-delà de la question psychopathologique étroite touchant la nature du transsexualisme, c’est un pan entier des savoirs sur..
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  8. Sexe, genre et identité: du symptôme au sinthome.Genevieve Morel - 2005 - Cités 1 (21):61-78.
    Si « mon corps est à moi », pourquoi ne serait-il pas raisonnable de changer de sexe? Telle est la question, finalement curieuse, que pose Pierre-Henri Castel dans son ouvrage monumental sur le transsexualisme1, où, bien au-delà de la question psychopathologique étroite touchant la nature du transsexualisme, c’est un pan entier des savoirs sur...
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  9.  32
    Some Remarks on the Text of Chariton.Willy Morel - 1939 - Classical Quarterly 33 (3-4):212-.
    The new edition of Chariton's novel Chaireas and Callirhoe by Mr. Warren E. Blake has a twofold merit: it is founded on a new and accurate collation of the only extant manuscript, a Florentinus, and it gives a full collection of the conjectures in and since the editio princeps by D'Orville . The new text has already provoked some suggestions by Prof. H. J. Rose in C.Q. xxxiii, 1939, 30, but I should like to propose alterations in some more passages.
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  10.  7
    Was ist praktisch am mathematischen Wissen?: Die Positionen des Bergmeisters J. A. Scheidhauer und des Baumeisters C. F. Steiner in der Zeit um 1800. [REVIEW]Thomas Morel & Kerrin Klinger - 2018 - NTM Zeitschrift für Geschichte der Wissenschaften, Technik und Medizin 26 (3):267-299.
    ZusammenfassungDer Beitrag befasst sich mit der Mathematisierung in der praktisch-technischen Ausbildung im letzten Drittel des 18. und ersten Drittel des 19. Jahrhunderts. Anhand von zwei Fällen werden Variantenreichtum und Problemlagen des praktisch-mathematischen Wissens in der Zeit um 1800 herausgearbeitet. Nach einer Einführung zu institutionellem Rahmen und sozialem Status der praktischen Mathematiker (eigentlich mathematischen Praktiker) in den deutschen Gebieten, beschäftigt sich der erste Teil mit dem Bergmeister Johann Andreas Scheidhauer (1718–1784). Die Biographie dieses bislang wenig beachteten Praktikers führt zu einer Analyse (...)
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  11.  32
    Redelijk door participatie. Thomas en ockham over subject Van de morele deugden.C. Steel - 1996 - Tijdschrift Voor Filosofie 58 (1):37 - 61.
    In this paper the scholastic question 'On the Subject of Virtues' is taken as starting point for a discussion of the vision of man that supports Thomas Aquinas' moral doctrine. According to Thomas not the will, but the sensualitas itself must be the subject of moral virtues. For a virtuous action the right decision and the right intention in the will do not suffice, there must also exist „a perfect disposition in the sensitive appetite to follow the judgement of reason”. (...)
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  12.  28
    On closure under direct product.C. C. Chang & Anne C. Morel - 1958 - Journal of Symbolic Logic 23 (2):149-154.
  13.  5
    On Closure Under Direct Product.C. C. Chang & Anne C. Morel - 1962 - Journal of Symbolic Logic 27 (2):234-235.
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  14.  33
    A History of Indian Philosophy.A. C. Bouquet - 1922 - Cambridge University Press.
    In this benchmark five-volume study, originally published between 1922 and 1955, Surendranath Dasgupta examines the principal schools of thought that define Indian philosophy. A unifying force greater than art, literature, religion, or science, Professor Dasgupta describes philosophy as the most important achievement of Indian thought, arguing that an understanding of its history is necessary to appreciate the significance and potentialities of India's complex culture. Volume I offers an examination of the Vedas and the Brahmanas, the earlier Upanisads, and the six (...)
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  15.  74
    Teaching ethics in the clinic. The theory and practice of moral case deliberation.A. C. Molewijk, T. Abma, M. Stolper & G. Widdershoven - 2008 - Journal of Medical Ethics 34 (2):120-124.
    A traditional approach to teaching medical ethics aims to provide knowledge about ethics. This is in line with an epistemological view on ethics in which moral expertise is assumed to be located in theoretical knowledge and not in the moral experience of healthcare professionals. The aim of this paper is to present an alternative, contextual approach to teaching ethics, which is grounded in a pragmatic-hermeneutical and dialogical ethics. This approach is called moral case deliberation. Within moral case deliberation, healthcare professionals (...)
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  16.  3
    Anecdota Oxoniensia: Classical Series. Part X. The Vetus Cluniacensis of Poggio.Frank F. Abbott & A. C. Clark - 1906 - American Journal of Philology 27 (2):214.
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  17.  3
    Précis of Upheavals of Thought.Martha C. Nussbaum - 2004 - Philosophy and Phenomenological Research 68 (2):443-449.
    Emotions shape the landscape of our mental and social lives. Like the “geological upheavals” a traveler might discover in a landscape where recently only a flat plane could be seen, they mark our lives as uneven, uncertain, and prone to reversal. Why and how? Is it because emotions are animal energies or impulses that have no connection with our thoughts, imaginings, and appraisals? In the passage from which my title is taken, Proust denies this, calling the emotions “geological upheavals of (...)
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  18.  11
    L. Varius Rufus, De Morte (Frs. 1–4 Morel).A. S. Hollis - 1977 - Classical Quarterly 27 (01):187-.
    Already an admired senior poet to Virgil in the Eclogues , Varius by the mid-thirties, B.C. had established himself as the leading epic writer of his day . It is a sobering thought that we do not know even the titles of the serious hexameter works which had won him so high a reputation, except for de Morte, quoted four times by Macrobius.
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  19. Nietzsche as Philosopher.A. C. Danto - 1965 - Tijdschrift Voor Filosofie 45 (3):492-493.
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  20.  47
    The Uses of the University.A. C. F. Beales & Clark Kerr - 1964 - British Journal of Educational Studies 13 (1):102.
  21. Narration and Knowledge.A. C. Danto - 1988 - Tijdschrift Voor Filosofie 50 (1):193-193.
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  22.  28
    Maria Montessori: Her Life and Work.A. C. F. Beales & E. M. Standing - 1958 - British Journal of Educational Studies 7 (1):92.
  23.  13
    Educational Theory and Practice in St. Augustine.A. C. F. Beales & G. Howie - 1969 - British Journal of Educational Studies 17 (3):330.
  24.  9
    The Changing Curriculum.A. C. F. Beales - 1971 - British Journal of Educational Studies 19 (3):339.
  25. Robert Grosseteste and the origins of Experimental Science, 1100-1700.A. C. Crombie - 1955 - Revue Philosophique de la France Et de l'Etranger 145:367-368.
     
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  26.  7
    The Best Books: A Reader's Guide and Literary Reference Book, Being a Contribution towards Systematic Bibliography.A. C. F. Beales & William Swann Sonnenschein Stallybrass) - 1970 - British Journal of Educational Studies 18 (3):344.
  27.  31
    The Imperial Intellect: A Study of Newman's Educational IdealJohn Henry Newman: Autobiographical Writings.A. C. F. Beales, A. Dwight Culler, Henry Tristram & John Henry Newman - 1957 - British Journal of Educational Studies 5 (2):181.
  28.  45
    Supererogation and the profession of medicine.A. C. McKay - 2002 - Journal of Medical Ethics 28 (2):70-73.
    In the light of increasing public mistrust, there is an urgent need to clarify the moral status of the medical profession and of the relationship of the clinician to his/her patients. In addressing this question, I first establish the coherence, within moral philosophy generally, of the concept of supererogation . I adopt the notion of an act of “unqualified” supererogation as one that is non-derivatively good, praiseworthy, and freely undertaken for others' benefit at the risk of some cost to the (...)
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  29.  19
    Education in Great Britain and Ireland: A Source Book.A. C. F. Beales, Robert Bell, Gerald Fowler & Ken Little - 1973 - British Journal of Educational Studies 21 (3):354.
  30.  21
    Of the Education of the Poor: Being the First Part of a Digest of the Reports of the Society for Bettering the Conditions of the PoorThe Education of the People.A. C. F. Beales, Thomas Bernard & J. A. St John - 1971 - British Journal of Educational Studies 19 (1):98.
  31.  24
    The Problem of Christianity.A. C. Armstrong - 1914 - Philosophical Review 23 (1):71.
  32.  12
    Atomic-scale computer simulation study of the interaction of Cu-rich precipitates with irradiation-produced defects in α-Fe.A. C. Arokiam, A. V. Barashev, D. J. Bacon & Y. N. Osetsky - 2007 - Philosophical Magazine 87 (6):925-943.
  33.  47
    A Source Book in Chinese Philosophy.A. C. Graham & Wing-Tsit Chan - 1964 - Journal of the American Oriental Society 84 (1):60.
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  34. Scientific Change.A. C. Crombie - 1964 - British Journal for the Philosophy of Science 15 (59):244-254.
     
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  35.  8
    Studies in the Government and Control of Education since 1860.A. C. F. Beales - 1970 - British Journal of Educational Studies 18 (3):353.
  36.  13
    The Development of Educational Administration in England and Wales.A. C. F. Beales & P. H. J. H. Gosden - 1967 - British Journal of Educational Studies 15 (1):108.
  37.  10
    Science, Art and Nature in Medieval and Modern Thought.A. C. Crombie - 2003 - Hambledon.
    Contents Acknowledgements vii Illustrations ix Preface xi Further Bibliography of A.C. Crombie xiii 1 Designed in the Mind: Western visions of Science, Nature and Humankind 1 2 The Western Experience of Scientific Objectivity 13 3 Historical Perceptions of Medieval Science 31 4 Robert Grosseteste 39 5 Roger Bacon [with J.D. North] 51 6 Infinite Power and the Laws of Nature: A Medieval Speculation 67 7 Experimental Science and the Rational Artist in Early Modern Europe 89 8 Mathematics and Platonism in (...)
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  38.  12
    The Nature of Historical Explanation.A. C. F. Beales - 1953 - British Journal of Educational Studies 1 (2):189.
  39.  22
    The History of English Rationalism in the Nineteenth Century.A. C. Armstrong & Alfred William Benn - 1907 - Philosophical Review 16 (6):649.
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  40.  63
    One true logic: a monist manifesto.A. C. Paseau & Owen Griffiths - 2022 - Oxford: Oxford University Press. Edited by A. C. Paseau.
    Logical monism is the claim that there is a single correct logic, the 'one true logic' of our title. The view has evident appeal, as it reflects assumptions made in ordinary reasoning as well as in mathematics, the sciences, and the law. In all these spheres, we tend to believe that there aredeterminate facts about the validity of arguments. Despite its evident appeal, however, logical monism must meet two challenges. The first is the challenge from logical pluralism, according to which (...)
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  41.  6
    Oxford Lectures on Poetry.A. C. Bradley - 1910 - International Journal of Ethics 20 (2):237-242.
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  42. Robert Grosseteste and the Origins of Experimental Science, 1100-1700.A. C. Crombie - 1956 - Philosophy 31 (117):172-175.
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  43.  5
    Die sinvolle aanddiens.A. C. Barnard - 1988 - HTS Theological Studies 44 (2).
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  44.  4
    Kerkvernuwing en erediensvernuwing.A. C. Barnard - 1969 - HTS Theological Studies 25 (1).
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  45.  10
    The weak lines in the radium D gamma spectrum.A. C. L. Barnard & B. C. Haywood - 1957 - Philosophical Magazine 2 (17):713-716.
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  46.  28
    Antoine Lavoisier: Scientist, Economist and Social Reformer.A. C. F. Beales & Douglas McKie - 1953 - British Journal of Educational Studies 1 (2):142.
  47.  20
    Andres Manjon: Estudio de su Sistema Pedagogico.A. C. F. Beales & Angel Benito Y. Duran - 1957 - British Journal of Educational Studies 5 (2):192.
  48.  11
    An Outline of Norwegian Education.A. C. F. Beales & Olav Hove - 1959 - British Journal of Educational Studies 8 (1):93.
  49.  23
    Catholic Education in the Western World.A. C. F. Beales & James Michael Lee - 1968 - British Journal of Educational Studies 16 (1):111.
  50.  21
    Current Researches in Education and Educational Psychology.A. C. F. Beales - 1971 - British Journal of Educational Studies 19 (2):230.
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