Search results for 'Anne Peters' (try it on Scholar)

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  1. R. S. Peters & David E. Cooper (eds.) (1986). Education, Values, and Mind: Essays for R.S. Peters. Routledge & K. Paul.score: 120.0
    David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...
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  2. Michael A. Peters (2005). James D. Marshall: Philosopher of Education Interview with Michael A. Peters. Educational Philosophy and Theory 37 (3):291–297.score: 120.0
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  3. Heather Peters, Jo-Anne Fiske, Dawn Hemingway, Anita Vaillancourt, Christina McLennan, Barb Keith & Anne Burrill (2010). Interweaving Caring and Economics in the Context of Place: Experiences of Northern and Rural Women Caregivers. Ethics and Social Welfare 4 (2):172-187.score: 120.0
    While caregiving in northern, rural and remote communities takes place in the context of conditions unique to smaller communities, caregivers live with social policies that are shaped by urban norms rather than rural realities. In times of economic decline and government cuts rural issues of limited services and infrastructure as well as dependency on a single industry can lead to unemployment, community and family instability, and a decline in health and well-being. During these times caregivers face increased pressure to voluntarily (...)
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  4. Michael A. Peters (2012). Professor Richard Stanley Peters. Educational Philosophy and Theory 44 (3):233-233.score: 120.0
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  5. Martin Reuter, Christian Montag, Kristina Peters, Anne Kocher & Markus Kiefer (2009). The Modulatory Influence of the Functional COMT Val158Met Polymorphism on Lexical Decisions and Semantic Priming. Frontiers in Human Neuroscience 3.score: 120.0
    The role of the prefrontal Cortex (PFC) in higher cognitive functions - including working memory, conflict resolution, set shifting and semantic processing - has been demonstrated unequivocally. Despite the great heterogeneity among tasks measuring these phenotypes, due in part to the different cognitive sub-processes implied and the specificity of the stimulus material used, there is agreement that all of these tasks recruit an executive control system located in the PFC. On a biochemical level it is known that the dopaminergic system (...)
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  6. Michael Peters (2012). Educational Philosophy and Politics: The Selected Works of Michael A. Peters. Routlede.score: 120.0
    Introduction: education, philosophy and politics -- Writing the self: Wittgenstein, confession and pedagogy -- Nietzsche, nihilism and the critique of modernity: post-Nietzschean philosophy of education -- Heidegger, education and modernity -- Truth-telling as an educational practice of the self: Foucault and the ethics of subjectivity -- Neoliberal governmentality: Foucault on the birth of biopolitics -- Lyotard, nihilism and education -- Gilles Deleuze's 'societies of control': from disciplinary pedagogy to perpetual training -- Geophilosophy, education and the pedagogy of the concept - (...)
     
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  7. Anne Peters (2007). Testosterone and Carotenoids: An Integrated View of Trade‐Offs Between Immunity and Sexual Signalling. Bioessays 29 (5):427-430.score: 120.0
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  8. Stanley Peters & Dag Westerståhl (2006). Quantifiers in Language and Logic. Clarendon Press.score: 40.0
    Quantification is a topic which brings together linguistics, logic, and philosophy. Quantifiers are the essential tools with which, in language or logic, we refer to quantity of things or amount of stuff. In English they include such expressions as no, some, all, both, and many. Peters and Westerstahl present the definitive interdisciplinary exploration of how they work - their syntax, semantics, and inferential role. Quantifiers in Language and Logic is intended for everyone with a scholarly interest in the exact (...)
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  9. Philip G. Peters (2004). How Safe is Safe Enough?: Obligations to the Children of Reproductive Technology. OUP Oxford.score: 40.0
    This book offers a comprehensive roadmap for determining when and how to regulate risky reproductive technologies on behalf of future children. First, it provides three benchmarks for determining whether a reproductive practice is harmful to the children it produces. This framework synthesizes and extends past efforts to make sense of our intuitive, but paradoxical, belief that reproductive choices can be both life-giving and harmful. Next, it recommends a process for reconciling the interests of future children with the reproductive liberty of (...)
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  10. Stephen R. Carpenter, E. Virginia Armbrust, Peter W. Arzberger, F. Stuart Chapin, James J. Elser, Edward J. Hackett, Anthony R. Ives, Peter M. Kareiva, Mathew A. Leibold, Per Lundberg, Marc Mangel, Nirav Merchant, William W. Murdoch, Margaret A. Palmer, Debra P. C. Peters, Steward T. A. Pickett, Kathleen K. Smith, Diana H. Wall & Ann S. Zimmerman (2009). Accelerate Synthesis in Ecology and Environmental Sciences. Bioscience 59 (8):699-701.score: 40.0
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  11. Julie Stone Peters (1997). : Law and Literature: Possibilities and Perspectives . Ian Ward. ; Law and Literature Perspectives . Bruce L. Rockwood. ; Law's Stories: Narrative and Rhetoric in the Law . Peter Brooks, Paul Gewirtz. [REVIEW] Cardozo Studies in Law and Literature 9 (2):259-274.score: 40.0
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  12. M. T. Anne (2012). Strategies and Models of Selective Attention1. In Jeremy M. Wolfe & Lynn C. Robertson (eds.), From Perception to Consciousness: Searching with Anne Treisman. Oxford University Press. 1.score: 40.0
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  13. Morwenna Griffiths & Michael A. Peters (2012). 'I Knew Jean-Paul Sartre': Philosophy of Education as Comedy. Educational Philosophy and Theory 11 (2):1-16.score: 40.0
    Ludwig Wittgenstein suggests that ?A serious and good philosophical work could be written consisting entirely of jokes?. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ?I knew Jean-Paul Sartre?, trying to trump the discussion. (...)
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  14. Harold J. Morowitz, Charley D. Hardwick, Ann Pederson, Gregory R. Peterson, Karl E. Peters, Nicole Schmitz-Moormann, James F. Salmon, S. J. Paul H. Carr, Michael W. DeLashmutt & James E. Huchingson (2005). Science Looks at Spirituality David Hay and Spirituality as a Natural Phenomenon: Bringing Pawel M. Socha Biological and Psychological Perspectives Together Ellen Goldberg Cognitive Science and Hathayoga. Zygon 40 (3-4):788.score: 40.0
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  15. M. Peters (1999). Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses (William Pinar, William M. Reynolds, Patrick Slattery and Peter M. Taubman). [REVIEW] Educational Philosophy and Theory 31:254-258.score: 40.0
     
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  16. Peter Pericles Trifonas & Michael Peters (eds.) (2005). Deconstructing Derrida: Tasks for the New Humanities. Palgrave Macmillan.score: 40.0
    Responding to Jacques Derrida's vision for what a "new" humanities should strive toward, Peter Trifonas and Michael Peters gather together in a single volume original essays by major scholars in the humanities today. Using Derrida's seven programmatic theses as a springboard, the contributors aim to reimagine, as Derrida did, the tasks for the new humanities in such areas as history of literature, history of democracy, history of profession, idea of sovereignty, and history of man.
     
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  17. E. J. Ashworth (1986). The Principles of the Most Ancient and Modern Philosophy Anne Conway Edited and with an Introduction by Peter Loptson International Archives of the History of Ideas, Vol. 101 The Hague: Martinus Nijhoff, 1982. Pp. 252. [REVIEW] Dialogue 25 (04):821-.score: 18.0
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  18. Helen E. Lees (2013). Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions. Ethics and Education 7 (3):291 - 302.score: 18.0
    (2012). Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  19. John Coates (1993). "Madame Blavatsky's Baboon," by Peter Washington; and "Annie Besant," by Anne Taylor. The Chesterton Review 19 (4):541-548.score: 18.0
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  20. André Lacroix (2000). Principes d'Économie Éthique Peter Koslowski Traduit de l'Allemand Par Anne Saada Collection «Passages» Paris, Éditions du Cerf, 1998, 363 P. [REVIEW] Dialogue 39 (02):424-.score: 18.0
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  21. J. D. Leach (1981). Anne and Peter Wiseman (Trr.): Julius Caesar: The Battle for Gaul. Pp. 208; 8 Colour Plates, 12 Maps, Numerous Illustrations. London: Chatto & Windus, 1980. £7.95. [REVIEW] The Classical Review 31 (02):312-313.score: 18.0
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  22. Jane Sayers (2013). Peter D. Clarke and Anne J. Duggan, Eds., Pope Alexander III (1159–81): The Art of Survival. (Church, Faith and Culture in the Medieval West.) Farnham, UK: Ashgate, 2012. Pp. Xxi, 427; Color Frontispiece and 1 Map. $134.95. ISBN: 9780754662884. [REVIEW] Speculum 88 (3):773-775.score: 18.0
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  23. Catherine Wilson (1983). Peter Loptson, Ed., Anne Conway: The Principles of the Most Ancient and Modern Philosophy Reviewed By. Philosophy in Review 3 (6):292-296.score: 18.0
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  24. Sara L. Dolan (2000). Peter E. Nathan, Anne Helene Skinstad. In Kurt Pawlik & Mark R. Rosenzweig (eds.), International Handbook of Psychology. Sage Publications Ltd.score: 18.0
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  25. J. E. Weakland (1998). Heresy and Literacy, 1000-1530. Edited by Peter Biller and Anne Hudson. The European Legacy 3:165-166.score: 18.0
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  26. Christia Mercer (2012). Knowledge and Suffering in Early Modern Philosophy: G.W. Leibniz and Anne Conway. In Sabrina Ebbersmeyer (ed.), Emotional Minds. De Gruyter. 179.score: 15.0
  27. Theo A. F. Kuipers (2005). Verstehen, Einfhlen and Mental Simulation: Reply to Anne Rugh Mackor. In Cognitive Structures in Scientific Inquiry: Essays in Debate with Theo Kuipers. New York: Rodopi NY. 263-267.score: 15.0
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  28. Michael S. Katz (2009). R. S. Peters' Normative Conception of Education and Educational Aims. Journal of Philosophy of Education 43 (1):97-108.score: 12.0
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how (...)' analysis might be used to reinvigorate a conversation on one central educational aim—that of how we might educate citizens for the 21st century. (shrink)
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  29. John White (2009). Why General Education? Peters, Hirst and History. Journal of Philosophy of Education 43 (1):123-141.score: 12.0
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical (...)
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  30. Robert P. Lovering (2004). Mary Anne Warren on “Full” Moral Status. Southern Journal of Philosophy 42 (4):509-530.score: 12.0
    In the contemporary debate on moral status, it is not uncommon to find philosophers who embrace the following basic moral principle: -/- The Principle of Full Moral Status: The degree to which an entity E possesses moral status is proportional to the degree to which E possesses morally relevant properties until a threshold degree of morally relevant properties possession is reached, whereupon the degree to which E possesses morally relevant properties may continue to increase, but the degree to which E (...)
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  31. Graham Haydon (2009). Reason and Virtues: The Paradox of R. S. Peters on Moral Education. Journal of Philosophy of Education 43 (1):173-188.score: 12.0
    This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of moral education’—roughly, that (...)
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  32. Robin Barrow (2009). Was Peters Nearly Right About Education? Journal of Philosophy of Education 43 (1):9-25.score: 12.0
    Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to philosophy of education between which one needs (...)
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  33. Jeanette Bicknell (2010). Love, Beauty, and Yeats's "Anne Gregory". Philosophy and Literature 34 (2):348-358.score: 12.0
    So begins "For Anne Gregory," published by W. B. Yeats in 1933. It is surely one of his most charming poems.1 The poem's lilting rhythm and affectionate tone effectively soften—even disguise—what is arguably a dark and dismaying message. Anne is destined to be loved not for herself alone, but for an accidental physical attribute—her blond hair. Why do I claim that the poem's message is dark? Why should it dismay Anne if she is loved for the beauty (...)
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  34. Kelvin Stewart Beckett (2011). R.S. Peters and the Concept of Education. Educational Theory 61 (3):239-255.score: 12.0
    In this essay Kelvin Beckett argues that Richard Peters's major work on education, Ethics and Education, belongs on a short list of important texts we can all share. He argues this not because of the place it has in the history of philosophy of education, as important as that is, but because of the contribution it can still make to the future of the discipline. The limitations of Peters's analysis of the concept of education in his chapter on (...)
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  35. Krassimir Stojanov (2009). Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth. Journal of Philosophy of Education 43 (s1):161-172.score: 12.0
    The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions and beliefs (...)
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  36. Aaron Simmons (2007). A Critique of Mary Anne Warren's Weak Animal Rights View. Environmental Ethics 29 (3):267-278.score: 12.0
    In her book, Moral Status, Mary Anne Warren defends a comprehensive theory of the moral status of various entities. Under this theory, she argues that animals may have some moral rights but that their rights are much weaker in strength than the rights of humans, who have rights in the fullest, strongest sense. Subsequently, Warren believes that our duties to animals are far weaker than our duties to other humans. This weakness is especially evident from the fact that Warren (...)
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  37. M. A. B. Degenhardt (2009). Richard Peters and Valuing Authenticity. Journal of Philosophy of Education 43 (1):209-222.score: 12.0
    Richard Peters has been praised for the authenticity of his philosophy, and inquiry into aspects of the development of his philosophy reveals a profound authenticity. Yet authenticity is something he seems not to favour. The apparent paradox is resolved by observing historical changes in the understanding of authenticity as an important value. Possibilities are noted for further explorations as to how to understand and value it as an educational ideal.
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  38. Andrea English (2009). Transformation and Education: The Voice of the Learner in Peters' Concept of Teaching. Journal of Philosophy of Education 43 (1):75-95.score: 12.0
    On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the (...)
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  39. Jane Duran (1989). Anne Viscountess Conway: A Seventeenth Century Rationalist. Hypatia 4 (1):64 - 79.score: 12.0
    The work of Spinoza, Descartes and Leibniz is cited in an attempt to develop, both expositorily and critically, the philosophy of Anne Viscountess Conway. Broadly, it is contended that Conway's metaphysics, epistemology and account of the passions not only bear intriguing comparison with the work of the other well-known rationalists, but supersede them in some ways, particularly insofar as the notions of substance and ontological hierarchy are concerned. Citing the commentary of Loptson and Carolyn Merchant, and alluding to other (...)
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  40. Bryan R. Warnick (2009). Ritual, Imitation and Education in R. S. Peters. Journal of Philosophy of Education 43 (1):57-74.score: 12.0
    This article reconstructs R. S. Peters' underlying theory of ritual in education, highlighting his proposed link between ritual and the imitation of teachers. Rituals set the stage for the imitation of teachers and they invite students to experience practices whose value is not easily discernable from the outside. For Peters, rituals facilitate the transmission of values across time, create unity in schools, and affirm authority relations. There is a tension, however, between this view of ritual and imitation, on (...)
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  41. James E. Taylor (2007). Response to Ted Peters' “Models of God”. Philosophia 35 (3-4):289-292.score: 12.0
    In Models of God, Ted Peters discusses a methodology for formulating and evaluating models of God, surveys nine models, and proposes one that he entitles Eschatological Panentheism. This paper provides critical comments on Peters’ methodological claims, taxonomy of models of God, and specific proposal. This paper has been delivered during APA Pacific 2007 Mini-Conference on Models of God.Both Peters’ Models of God and these comments were presented at the Models of God mini-conference at the Pacific Division Meetings of the (...)
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  42. Kevin Williams (2009). Vision and Elusiveness in Philosophy of Education: R. S. Peters on the Legacy of Michael Oakeshott. Journal of Philosophy of Education 43 (1):223-240.score: 12.0
    Despite his elusiveness on important issues, there is much in Michael Oakeshott's educational vision that Richard Peters quite rightly wishes to endorse. The main aim of this essay is, however, to consider Peters' justifiable critique of three features of Oakeshott's work. These are (1) the rigidity of his distinction between vocational and university education, (2) the lack of clarity and accuracy in his philosophy of teaching and learning, especially the under-conceptualisation of the role of example in teaching, (3) (...)
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  43. Stefaan E. Cuypers (2009). Autonomy in R. S. Peters' Educational Theory. Journal of Philosophy of Education 43 (1):189-207.score: 12.0
    Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy.
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  44. Stefaan E. Cuypers (2012). R.S. Peters' 'The Justification of Education' Revisited. Ethics and Education 7 (1):3 - 17.score: 12.0
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to (...)
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  45. R. J. Royce (1983). R.S. Peters and Moral Education, 1: The Justification of Procedural Principles. Journal of Moral Education 12 (3):174-181.score: 12.0
    Abstract In this article, which is the first of two to examine the ideas of R. S. Peters on moral education, consideration is given to his justificatory arguments found in Ethics and Education. Here he employs presupposition arguments to show to what anyone engaging in moral discourse is committed. The result is a group of procedural principles which are recommended to be employed in moral education. This article is an attempt to examine the presupposition arguments Peters employs, to (...)
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  46. Jeffrey Epstein (2012). Anne O'Byrne: Natality and Finitude. [REVIEW] Continental Philosophy Review 45 (1):153-159.score: 12.0
    Anne O’Byrne: Natality and finitude Content Type Journal Article Category Book Review Pages 1-7 DOI 10.1007/s11007-011-9203-8 Authors Jeffrey Epstein, SUNY Stony Brook, 213 Harriman Hall, Stony Brook, NY 11794-3750, USA Journal Continental Philosophy Review Online ISSN 1573-1103 Print ISSN 1387-2842.
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  47. Edward L. Keenan & Denis Paperno (2011). Erratum To: Stanley Peters and Dag Westerståhl: Quantifiers in Language and Logic. [REVIEW] Linguistics and Philosophy 34 (1):91-91.score: 12.0
    Erratum to: Stanley Peters and Dag Westerståhl: Quantifiers in language and logic Content Type Journal Article Category Erratum Pages 1-1 DOI 10.1007/s10988-011-9094-5 Authors Edward L. Keenan, Department of Linguistics, University of California at Los Angeles, 3125 Campbell Hall, Los Angeles, CA 90095-1543, USA Denis Paperno, Department of Linguistics, University of California at Los Angeles, 3125 Campbell Hall, Los Angeles, CA 90095-1543, USA Journal Linguistics and Philosophy Online ISSN 1573-0549 Print ISSN 0165-0157.
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  48. Marelene Rayner-Canham & Geoff Rayner-Canham (2011). Anne-Marie Weidler Kubanek: Nothing Less Than an Adventure: Ellen Gleditsch and Her Life in Science. [REVIEW] Foundations of Chemistry 13 (3):251-252.score: 12.0
    Anne-Marie Weidler Kubanek: Nothing less than an adventure: Ellen Gleditsch and her life in science Content Type Journal Article Category Book Review Pages 1-2 DOI 10.1007/s10698-011-9119-8 Authors Marelene Rayner-Canham, Memorial University, Grenfell Campus, Corner Brook, NL, Canada Geoff Rayner-Canham, Memorial University, Grenfell Campus, Corner Brook, NL, Canada Journal Foundations of Chemistry Online ISSN 1572-8463 Print ISSN 1386-4238.
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  49. Yusef Waghid (2003). Peters' Non-Instrumental Justification of Education View Revisited: Contesting the Philosophy of Outcomes-Based Education in South Africa. Studies in Philosophy and Education 22 (3/4):245-265.score: 12.0
    In this article I argue that Outcomes-basedEducation is conceptually trapped in aninstrumentally justifiable view of education. Icontend that the notion of Outcomes-basedEducation is incommensurable with anon-instrumental justification of educationview as explained by RS Peters (1998). Theprocess of specifying outcomes in educationaldiscourse lends itself to manipulation andcontrol and thereby makes the idea ofOutcomes-based Education educationallyimpoverished. In this article an argument ismade for education through rational reflectionand imagination which can complement anOutcomes-based Education system for the reasonthat it finds expression in a (...)
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  50. Jacob Jones (2012). Jason Peters (Ed.): Wendell Berry: Life and Work. [REVIEW] Journal of Agricultural and Environmental Ethics 25 (2):239-241.score: 12.0
    Jason Peters (ed.): Wendell Berry: Life and Work Content Type Journal Article DOI 10.1007/s10806-010-9291-1 Authors Jacob Jones, Department of Religion, University of Florida, 107 Anderson Hall, P.O. Box 117410, Gainesville, FL 32611-7410, USA Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863.
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