Search results for 'Chang P'ei' (try it on Scholar)

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  1.  1
    Chang P'ei (1978). In the Final Analysis, Who "Has Violated Even Formal Logic"? Contemporary Chinese Thought 10 (1):34-43.
    With a vaulting ambition to usurp Party power, the "Gang of Four" has audaciously opposed Marxism-Leninism-Mao Tsetung Thought. Lacking truth in their allegations, they have been compelled to invoke sophistry. Their sophistry runs counter to materialist dialectics and even formal logic. Alien class element Yao Wen-yuan used to accuse others of "violating even formal logic," but it is the "Gang of Four" that ignores the definiteness and distinctiveness of thinking, says black is white, and tramples on formal logic.
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  2.  3
    Ma P'ei (1969). Discussion with Mr. Chou Ku-Ch'eng Concerning Formal Logic and Dialectics. Contemporary Chinese Thought 1 (1):43-54.
    Recently I have read in succession the four articles on formal logic and dialectics in the current year's Hsin chien-she: Mr. Chou Ku-ch'eng's "Formal Logic and Dialectics" in the second issue, Mr. I Chih's "A Criticism of Confused Concepts on Problems of Logic" in the fourth issue, Mr. Shen Ping-yuan's "A Discussion of ‘Formal Logic and Dialectics,’ " and Mr. Chou Ku-ch'eng's "Further Discourse on Formal Logic and Dialectics," both in the seventh issue. In my opinion, in Mr. Chou's articles, (...)
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  3.  3
    William J. Duiker (1972). The Aesthetics Philosophy of Ts'ai Yuan-P'ei. Philosophy East and West 22 (4):385-401.
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  4. William J. Duiker (1991). Ts'ai Yuan-P'ei: Educator of Modern China. Penn State University Press.
    In the broadest sense, this intellectual biography is designed to give insight into the reasons why Western values and institutions failed to take root in the Chinese environment. Three interrelated themes are treated by Professor Duiker: the evolution of the Chinese educational system from the beginning of the 20th century to World War II; the process by which a Chinese intellectual absorbed Western values and attitudes while retaining significant elements of his traditional Confucian world view; the goals of the humanist (...)
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  5. William J. Duiker (2003). Ts'ai Yuan-P'ei: Educator of Modern China. Penn State University Press.
    In the broadest sense, this intellectual biography is designed to give insight into the reasons why Western values and institutions failed to take root in the Chinese environment. Three interrelated themes are treated by Professor Duiker: the evolution of the Chinese educational system from the beginning of the 20th century to World War II; the process by which a Chinese intellectual absorbed Western values and attitudes while retaining significant elements of his traditional Confucian world view; the goals of the humanist (...)
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  6.  16
    Jose E. Chaves (2004). EI Contextualismo Y P. Grice. Theoria 19 (3):339-354.
    En el debate entre contextualistas y anticontextualistas, señala Recanati, los últimos aventajan a los primeros por un argumento atribuible a Grice. Este argumento tiene corno premisa el Principio del Paralelismo que, según Recanati, convierte al argumento en circular y a la posición anticontextualista en injustificada. Si bien considero este argumento anticontextualista inadecuado, demostraré que no es atribuible a Grice. Grice no puede admitir el Principio del Paralelismo si se tiene en cuenta la explicación que elabora para ciertos ejemplos y su (...)
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  7.  3
    P. Rubio (1967). EI derecho público de la Iglesia en lndias. Augustinianum 7 (3):571-572.
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  8.  1
    Eric P. Hamp (forthcoming). The Indo-European Anaphora* Ei in Umbrian. American Journal of Philology.
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  9. P. Viotto (1991). Maritain ei suoi contemporanei. Humanitas 46 (5):759-768.
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  10.  1
    Meng P'ei-yüan (1969). Opposition to Feudal Ethics During the May 4th Movement Was an Uncompromising Revolutionary Struggle. Chinese Studies in History 3 (2):169-176.
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  11. Melvin Rader & P. Ei-Jung Fu (1984). Tsung Chiao Che Hsüeh Ch U T An. Li Ming Wen Hua Shih Yeh Ku Fen Yu Hsien Kung Ssu.
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  12.  65
    Jeffrey Dunn (2012). Evidential Externalism. Philosophical Studies 158 (3):435-455.
    Consider the Evidence Question: When and under what conditions is proposition P evidence for some agent S? Silins (Philos Perspect 19:375–404, 2005) has recently offered a partial answer to the Evidence Question. In particular, Silins argues for Evidential Internalism (EI), which holds that necessarily, if A and B are internal twins, then A and B have the same evidence. In this paper I consider Silins’s argument, and offer two response on behalf of Evidential Externalism (EE), which is the denial of (...)
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  13.  24
    Robert A. Leacock (1987). The Physical Properties of Linear and Action-Angle Coordinates in Classical and Quantum Mechanics. Foundations of Physics 17 (8):799-807.
    The quantum harmonic oscillator is described in terms of two basic sets of coordinates: linear coordinates x, px and angular coordinates eiφ, Pφ (action-angle variables). The angular “coordinate” eiφ is assumed unitary, the conjugate momentum pφ is assumed Hermitian, and eiφ and pφ are assumed to be a canonical pair. Two transformations are defined connecting the angular coordinates to the linear coordinates. It is found that x, px can be physical, i.e., Hermitian and canonical, only under constraints on the pφ (...)
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  14. Panu Raatikainen, Vastaus Roosille.
    Sosiaalipolitiikan professori J.P. Roos esittää varsin kiivasta kritiikkiä kirjoitustani ”Evoluutiopsykologia ja sen ongelmat” kohtaan. On sääli, ettei Roos ole tunnekuohultaan kyennyt kunnolla lukemaan artikkeliani ja seuraamaan sen argumenttia. Totean kirjoituksessani varsin selvästi, että keskityn käsittelemään evoluutiopsykologian keskeistä ja vaikutusvaltaista ”ortodoksista”, erityisesti Santa Barbaran koulukunnan edustamaa paradigmaa (Evoluutiopsykologia isolla ”E”:llä (engl. ”Evolutionary Psychology”)). Se on juuri se evoluutiopsykologian suuntaus, joka on saanut paljon huomiota osakseen julkisuudessa ja on tehokkaasti popularisoinut itseään tiedejulkaisuissa. Se on varsin menestyksekkäästi onnistunut omimaan koko nimikkeen ”evoluutiopsykologia” tarkoittamaan (...)
     
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  15.  51
    Colin Ruloff (2009). Epistemic Supervenience and Internalism: A Trilemma. Theoria 75 (2):129-151.
    Epistemic Internalism (EI) is the claim that an agent S is justified in believing that p at a time t iff S has either an actual or potential direct awareness of the grounds or properties that confer justification on p at t . In this paper I argue that EI does not provide the proponent of EI with an intuitively clear analysis of epistemic justification. More exactly, after identifying two different versions of EI – a weak version and a strong (...)
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  16.  27
    Ben Eggleston (2003). Everything is What It is, and Not Another Thing: Comments on Austin. Southwest Philosophy Review 19 (2):101-105.
    To specify the aspects of Austin’s position that I want to focus on, let me start by reviewing some of the things that Austin says in order to characterize ethical intuitionism. He writes, “I take an ethical intuition to be a type of synthetic a priori insight into the necessary character of reality specifically concerning that which is right and/or good” (p. 205), and he adds that he regards “ethical intuition as a source of foundationally justified belief” (p. 205). He (...)
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  17.  5
    Joseph Sneed (2011). Notes on Intensional Theories. Discusiones Filosóficas 12 (18):13 - 49.
    La cuestión de si los lenguajes intensionalesson más expresivos que los lenguajes nointensionalessurge en el marco de unaperspect i va semánt i ca de l as t eorí as.Desde esta perspectiva, la cuestión esesta. ¿Hay clases modelo que se puedencaracterizar mediante teorías que usanconceptos intensionales que no se puedencaracterizar mediante teorías que no usanconceptos intensionales? Se sugiere unaformulación precisa de esta cuestión, perono se ofrece una respuesta.Para aproxi marse a est a cuest i ón, seresume la teoría de modelos de (...)
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  18.  56
    D. P. Sulmasy, G. Geller, D. M. Levine & R. R. Faden (1993). A Randomized Trial of Ethics Education for Medical House Officers. Journal of Medical Ethics 19 (3):157-163.
    We report the results of a randomized trial to assess the impact of an innovative ethics curriculum on the knowledge and confidence of 85 medical house officers in a university hospital programme, as well as their responses to a simulated clinical case. Twenty-five per cent of the house officers received a lecture series , 25 per cent received lectures and case conferences, with an ethicist in attendance , and 50 per cent served as controls. A post-intervention questionnaire was administered. Knowledge (...)
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