Search results for 'Emile Grunberg' (try it on Scholar)

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  1. Emile Grunberg & Franco Modigliani (1965). Reflexive Prediction. Philosophy of Science 32 (2):173-174.score: 240.0
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  2. Emile Grunberg (1957). Notes on the Verifiability of Economic Laws. Philosophy of Science 24 (4):337-348.score: 240.0
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  3. Gürol Irzik & Teo Grünberg (1995). Carnap and Kuhn: Arch Enemies or Close Allies? British Journal for the Philosophy of Science 46 (3):285-307.score: 30.0
    We compare Carnap's and Kuhn's views on science. Although there are important differences between them, the similarities are striking. The basis for the latter is a pragmatically oriented semantic conventionalist picture of science, which suggests that the view that post-positivist philosophy of science constitutes a radical revolution which has no interesting affinities with logical positivism must be seriously mistaken.
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  4. G. Irzik & T. Grunberg (1998). Whorfian Variations on Kantian Themes: Kuhn's Linguistic Turn. Studies in History and Philosophy of Science Part A 29 (2):207-221.score: 30.0
    Thomas Kuhn's post-1980 writings have increasingly emphasized the role played by language in the characterization of scientific revolutions and incommensurability. We argue that Kuhn's `linguistic turn' can be understood best against the background of a Whorfian conception of language and certain neo-Kantian themes. While this enables Kuhn to refine and unify his earlier views, it also creates some difficulties.
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  5. Angela Grünberg (2014). Saying and Doing: Speech Actions, Speech Acts and Related Events. European Journal of Philosophy 22 (2):173-199.score: 30.0
    The question which this paper examines is that of the correct scope of the claim that extra-linguistic factors (such as gender and social status) can block the proper workings of natural language. The claim that this is possible has been put forward under the apt label of silencing in the context of Austinian speech act theory. The ‘silencing’ label is apt insofar as when one's ability to exploit the inherent dynamic of language is ‘blocked’ by one's gender or social status (...)
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  6. Teo Grünberg (1983). A Tableau System of Proof for Predicate-Functor Logic with Identity. Journal of Symbolic Logic 48 (4):1140-1144.score: 30.0
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  7. Ludwig Grünberg (1994). The Future of Art and the Theory of Post-Philosophical Culture. Journal of Value Inquiry 28 (2):273-280.score: 30.0
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  8. Ludwig Grünberg (1969). Value-Revaluation and the Axiological Perspective in Philosophy. Journal of Value Inquiry 3 (2):100-112.score: 30.0
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  9. Jesús Adrián Escudero, Dan Zahavi, Romana Bassi, Alessandra Fussi, Alfredo Ferarin, Yi Zhao, Michael Martin, Veronique Munoz-Darde, David Grünberg & Tomasz Bigaj (2013). Visiting Professors From Abroad. Review of Metaphysics 67:273-280.score: 30.0
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  10. David Grünberg (2001). Bootstrapping and the Problem of Testing Quantitative Theoretical Hypotheses. The Proceedings of the Twentieth World Congress of Philosophy 2001:143-150.score: 30.0
    Two alternative solutions to the problem of computing the values of theoretical quantities and of testing theoretical hypotheses are Sneed’s structuralist eliminationism and Glymour’s bootstrapping. Sneed attempts to solve the problem by eliminating theoretical quantities by means of the so-called Ramsey-Sneed sentence that represents the global empirical claim of the given theory. Glymour proposes to solve the problem by deducing the values of the theoretical quantities from the hypothesis to be tested. In those cases where the theoretical quantities are not (...)
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  11. Ludwig Grünberg (1978). Rationality and the Basis of the Value Judgment. Journal of Value Inquiry 12 (2):126-133.score: 30.0
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  12. Ludwig Grünberg (1995). Book Review. [REVIEW] Journal of Value Inquiry 29 (1):143-147.score: 30.0
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  13. Danièle Tosato-Rigo (2012). In the Shadow of Emile: Pedagogues, Pediatricians, Physical Education, 1686–1762. [REVIEW] Studies in Philosophy and Education 31 (5):449-463.score: 24.0
    This article takes as its starting point the commonplace that Rousseau’s Emile enabled his contemporaries to discover not only childhood but physical education. Focused on what the pedestal erected for Jean-Jacques somewhat overshadows, a brief historiographic overview and a survey of some major writings on education before Rousseau (by the Abbot Fleury, John Locke, Jean-Pierre de Crousaz and Charles Rollin) will show that the ideas defended by the writer were not innovative in the slightest. But also, and this seems (...)
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  14. Lili-Ann Wolff (2013). Rousseaus Émile: En Tidlös Provokation. Studier I Pædagogisk Filosofi 2 (1):44-69.score: 24.0
    One of the most legendary educational books ever written is Jean-Jacques Rousseau’s “Émile ou de l’Education”. Most obviously Rousseau wrote this book guided by diverse more or less conscious purposes and one of the main problems it presents is paradoxical: Does education have to promote freedom by force? In this article I will, firstly, present several aims that might have triggered Rousseau to write “Émile”. Secondly, I will discuss Rousseau’s view of the so called “educational paradox”. Since this quandary touches (...)
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  15. Blaise Bachofen (2009). Une « robinsonnade » paradoxale : les leçons d'économie de l'Émile. Archives de Philosophie 1:75-99.score: 21.0
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  16. David Grünberg (forthcoming). Three Basic Ontological Relations Concerning the Physical Realm. Metaphysica.score: 20.0
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  17. L. Grünberg (1994). De la justification de la démocratie: une approche universaliste. Philosopher 15:81-86.score: 20.0
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  18. Teo Grunberg & Giirol Irzik (1995). Carnap and Kuhn: Arch Enemies or Close Allies? British Journal for Philosophy of Science 46.score: 20.0
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  19. L. Grunberg (1986). From Phenomenology to an Axio-Centric Ontology of the Human Condition in The Phenomenology of Man and of the Human Condition. II. The Meeting Point Between Occidental and Oriental Philosophies. [REVIEW] Analecta Husserliana 21:249-273.score: 20.0
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  20. L. Grunberg (1987). The Life-World and the Axiological Approach in Ethics in Morality Within the Life-and Social World. Analecta Husserliana 22:287-296.score: 20.0
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  21. George Boas (1930/1970). A Critical Analysis of the Philosophy of Emile Meyerson. Freeport, N.Y.,Books for Libraries Press.score: 18.0
    PART ONE IDENTITE ET REALITE The program of Emile Meyerson's investigations is to discover inductively the a priori principles of human thinking. ...
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  22. Olivier Michaud (2012). Thinking About the Nature and Role of Authority in Democratic Education with Rousseau's Emile. Educational Theory 62 (3):287-304.score: 18.0
    Educational authority is an issue in contemporary democracies. Surprisingly, little attention has been given to the problem of authority in Jean-Jacques Rousseau's Emile and his work has not been addressed in the contemporary debate on the issue of authority in democratic education. Olivier Michaud's goals are, first, to address both of these oversights by offering an original reading of the problem of authority in Emile and then to rehabilitate the notion of “educational authority” for democratic educators today. Contrary (...)
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  23. Georg Cavallar (2012). Educating Émile: Jean-Jacques Rousseau on Cosmopolitanism. The European Legacy 17 (4):485 - 499.score: 18.0
    Rousseau tries to show that civic patriotism is compatible with genuine moral cosmopolitanism as well as republican cosmopolitanism (the compatibility thesis). I try to clarify these concepts, and distinguish them from other types of cosmopolitanism, such as moral, cultural, economic, and epistemological cosmopolitanisms. Rousseau winds up with a form of rooted cosmopolitanism that tries to strike a balance between republican patriotism and republican as well as thin moral cosmopolitanism, offering a synthesis through education. A careful reading of Émile shows that (...)
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  24. Grace Roosevelt (2011). The Critique of Consumerism in Rousseau's Emile. Environmental Ethics 33 (1):57-66.score: 18.0
    The trajectory from Rousseau through romanticism to twentieth-century efforts to preserve natural settings for their aesthetic values is a familiar one. What may be less familiar and more fruitful to explore at the present time is Rousseau’s stoic recognition of the need for limitation and balance in the ways that human beings interact with their surroundings. Rousseau’s discussion of the dynamics of natural need, artificial desires, and human powers or faculties appears in its most elaborated form in Emile, within (...)
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  25. Avi I. Mintz (2012). The Happy and Suffering Student? Rousseau's Emile and the Path Not Taken in Progressive Educational Thought. Educational Theory 62 (3):249-265.score: 18.0
    One of the mantras of progressive education is that genuine learning ought to be exciting and pleasurable, rather than joyless and painful. To a significant extent, Jean-Jacques Rousseau is associated with this mantra. In a theme of Emile that is often neglected in the educational literature, however, Rousseau stated that “to suffer is the first thing [Emile] ought to learn and the thing he will most need to know.” Through a discussion of Rousseau's argument for the importance of (...)
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  26. G. John (1981). The Moral Education of Emile. Journal of Moral Education 11 (1):18-31.score: 18.0
    Abstract One of the seminal works in the history of educational thought is Rousseau's Emile. This article seeks to examine Rousseau's advocacy of a secular approach to morality and its particular implications for the moral education of the young Emile. A keyword in Rousseau's thinking is nature and an attempt is made to examine critically the naturalistic ethics from which so many of his moral prescriptions were derived. It then proceeds to outline some of the central aspects of (...)
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  27. Marcel Mauss & Émile Durkheim (1937). Morale Professionnelle: Trois Leçons Extraites d'Un Cours d'Émile Durkheim, de Morale Civique Et Professionnelle (1898-1900). [REVIEW] Revue de Métaphysique et de Morale 44 (3):527 - 544.score: 18.0
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  28. Ulla Thøgersen (2013). Rousseau Vivant: En Aktualisering Af Émile Med Fokus På Det Lidenskabelige Fænomenfelt. Studier I Pædagogisk Filosofi 2 (1):34-43.score: 18.0
    The paper focuses on Rousseau’s understanding of passionate life and especially his interpretation of erotic desire in Émile . The main argument presented is that Rousseau by his studies of erotic desire gives us at present day the possibility of radicalizing our understanding of human being in pedagogy. Firstly, by allowing us to rethink passions as important phenomena in human life and secondly, by understanding pedagogical practice as an arena which is part of forming passions, including erotic desire.
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  29. Cristina Chimisso & Gad Freudenthal, A Mind of Her Own: Helene Metzger to Emile Meyerson, 1933.score: 18.0
    In May 1933 the historian of chemistry Hélène Metzger addressed a letter to the renowned historian and philosopher of science Émile Meyerson, a cri de coeur against Meyerson's patronizing attitude toward her. This recently discovered letter is published and translated here because it is an exceptional human document reflecting the gender power structure of our discipline in interwar France. At the age of forty-three, and with five books to her credit, Metzger was still a junior scholar in the exclusively male (...)
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  30. Rick Tilman (2002). Emile Durkheim and Thorstein Veblen on Epistemology, Cultural Lag and Social Order. History of the Human Sciences 15 (4):51-70.score: 18.0
    Despite their importance to the history of economics and social theory, social scientists and historians pay little heed to the structural similarities as well as the important divergences in the work of French-man Emile Durkheim (1858—1917) and American Thorstein Veblen (1857—1929). Consequently, this article places Durkheim and Veblen in their social and historical context, and then (1) their epistemologies are related to their use of cultural lag to explain the persistence of atavistic continuities in the existing order, (2) their (...)
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  31. Émile Bréhier (1945). Allocution de M. Émile Bréhier. Revue de Métaphysique et de Morale 50 (1/2):1 - 4.score: 18.0
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  32. Emile Boutroux, A. D. Godley, Alois Riehl & A. E. Sir Shipley, Lectures Delivered in Connection with the Dedication of the Graduate College of Princeton University in October, 1913, by Émile Boutroux, Alois Riehl, A. D. Godley, Arthur Shipley. [REVIEW]score: 18.0
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  33. Mark D. Gedney (1999). Rousseau's Émile. The Proceedings of the Twentieth World Congress of Philosophy 3:41-50.score: 18.0
    Rousseau’s discussion of education in Émile has for its essential background his rejection of a truly public education in modern society on the one hand and the rejection of the possibility of modern human beings developing in a state of natural innocence on the other hand. His suggestion in Émile is that a form of private education (“home-schooling”) is possible that preserves the inherent goodness of the natural state while at the same time providing the instruction necessary for the student (...)
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  34. Daniel Tröhler (2012). Rousseau's Emile, or the Fear of Passions. Studies in Philosophy and Education 31 (5):477-489.score: 18.0
    Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this articles suggests that Rousseau’s Emile is—as most of Rousseau’s other writings are, too—testimony to a brilliant and passionate writer expressing thoughts about his concern how to deal with passions—passion being one of the most disputed concepts in late seventeenth and in eighteenth century. The reading of Emile has therefore take into account polemic as a literary trope in Rousseau’s style (...)
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  35. Paul-Émile Langevin (1975). La Bible. Traduction Française Sur les Textes Originaux Par Émile Osty Avec la Collaboration de Joseph Trinquet. Introductions Et Notes d'Émile Osty Et de Joseph Trinquet. Paris, Éditions du Seuil, 1973, (16.5 X 22 Cm), 2620 Pages, 18 Cartes. [REVIEW] Laval Théologique et Philosophique 31 (2):207.score: 18.0
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  36. Joel Revill (2009). Emile Boutroux, Redefining Science and Faith in the Third Republic. Modern Intellectual History 6 (3):485-512.score: 18.0
    Historians have convincingly shown the extent to which Protestantism played a role in the founding of the Third Republic, undermining the once canonical claim that republicanism and religion were implacably hostile opponents in the latter half of the nineteenth century. Catholics, however, continue to be viewed as nearly universally antirepublican. Analyzing the writings of philosopher Emile Boutroux and his students, this article shows how the specifically Catholic concern with the relationship between free will and scientific concepts of determinism both (...)
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  37. Julia Simon (1995). Natural Freedom and Moral Autonomy: Emile as Parent, Teacher and Citizen. History of Political Thought 16 (1):21-36.score: 18.0
    The following analysis seeks to question Rousseau's assumptions concerning the desirability of an �education from things�. In particular, I will focus on the problematic relationship between, on one hand, the development of Emile's sense of freedom and independence, and on the other, his sense of moral autonomy. It is my contention that moral development necessarily entails both what Rousseau provides, namely a well-developed conception of individuality, and something that is sorely lacking in Rousseau's project. Turning to an analysis of (...)
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  38. Emile Brehier (1945). Temoignage de M. Emile Brehier. Les Etudes Philosophiques 20:16.score: 18.0
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  39. Emile Bréhier (1938). Communication de M. Emile Bréhier: La Philosophie Et Son Passe. Les Etudes Philosophiques 12 (1/2):9 - 25.score: 18.0
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  40. L. S. Stebbing (1928). The Logic of Modern Physics. By P. W. Bridgman . (New York: The Macmillan Company. 1927. Pp. Xiv + 228. Price 10s. 6d.)Space and Time. By Émile Borel . (London and Glasgow: Blackie & Son, Ltd. 1926. Pp. Xiv + 234. Price 7s. 6d.). [REVIEW] Philosophy 3 (09):96-.score: 15.0
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  41. A. A. Goldenweiser (1917). Religion and Society: A Critique of Émile Durkheim's Theory of the Origin and Nature of Religion. Journal of Philosophy, Psychology and Scientific Methods 14 (5):113-124.score: 15.0
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  42. Jean-Jacques Rousseau, Emile.score: 15.0
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  43. John Plamenatz (1972). Rousseau: The Education of Emile. Journal of Philosophy of Education 6 (2):176–192.score: 15.0
  44. Amy B. Shuffelton (2012). Rousseau's Imaginary Friend: Childhood, Play, and Suspicion of the Imagination in Emile. Educational Theory 62 (3):305-321.score: 15.0
    In this essay Amy Shuffelton considers Jean-Jacques Rousseau's suspicion of imagination, which is, paradoxically, offered in the context of an imaginative construction of a child's upbringing. First, Shuffelton articulates Rousseau's reasons for opposing children's development of imagination and their engagement in the sort of imaginative play that is nowadays considered a hallmark of early and middle childhood. Second, she weighs the merits of Rousseau's opposition, which runs against the consensus of contemporary social science research on childhood imaginative play. Ultimately, Shuffelton (...)
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  45. Nicholas Dent (1988). The Basic Principle of Emile's Education. Journal of Philosophy of Education 22 (2):139–149.score: 15.0
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  46. Mary P. Nichols (1985). Rousseau's Novel Education in the Emile. Political Theory 13 (4):535-558.score: 15.0
  47. Jan H. Blits (1991). The Depersonalized-Self: Rousseau's Emile. Educational Theory 41 (4):397-405.score: 15.0
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  48. Nicholas J. H. Dent (2000). 'Anger is a Short Madness': Dealing with Anger in Émile's Education. Journal of Philosophy of Education 34 (2):313–325.score: 15.0
  49. John Darling (1985). Understanding and Religion in Rousseau's Emile. British Journal of Educational Studies 33 (1):20 - 34.score: 15.0
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  50. Vinh-De Nguyen (1997). Introduction à l'Émile de Rousseau Yves Vargas Collection «Les Grands Livres de la Philosophie» Paris, Presses Universitaires de France, 1995, VIII, 344 P. [REVIEW] Dialogue 36 (03):643-.score: 15.0
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