64 found
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  1.  42
    George Allan (1997). Ferré, Frederick. Being and Value: Toward a Constructive Postmodern Metaphysics. [REVIEW] Review of Metaphysics 50 (3):656-658.
  2.  96
    George Allan (2001). Whiteheadian Recollection. Journal of Speculative Philosophy 15 (3):214-227.
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  3.  12
    George Allan, David B. Allison, Kristana Arp, Michael D. Barber, Thora Ilin Bayer, Daniel Birnbaum, Thomas P. Brockelman, John D. Caputo & Joseph Catalano (2002). 1. Authored Works. Continental Philosophy Review 35:229-237.
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  4.  13
    George Allan (2001). Weiss, Paul. Emphatics. Review of Metaphysics 54 (4):952-953.
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  5.  11
    George Allan (1999). A Theology Primer. Process Studies 28 (3/4):352-354.
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  6.  18
    George Allan (1991). Process Philosophy and the Educational Canon. Process Studies 20 (2):89-101.
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  7.  1
    George Allan, Merle Allshouse, Harley Chapman, John B. Cobb, John Compton, Donald A. Crosby, Paul T. Durbin, Barbara Meister Ferré, Frederick Ferré, Frank B. Golley, Joseph Grange, John Granrose, David Ray Griffin, David Keller, Eugene Thomas Long, Elisabethe Segars McRae, Leslie A. Muray, William L. Power, James F. Salmon, Hans Julius Schneider, Dr Kristin Shrader-Frechette, Udo E. Simonis, Donald Wayne Viney & Clark Wolf (eds.) (2005). Nature, Truth, and Value: Exploring the Thinking of Frederick Ferrz. Lexington Books.
    In this thorough compendium, nineteen accomplished scholars explore, in some manner the values they find inherent in the world, their nature, and revelence through the thought of Frederick FerrZ. These essays, informed by the insights of FerrZ and coming from manifold perspectives—ethics, philosophy, theology, and environmental studies, advance an ambitious challenge to current intellectual and scholarly fashions.
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  8.  10
    George Allan (2012). In Defense of Secularizing Whitehead. Process Studies 39 (2):319-333.
    This essay responds to Lewis Ford’s “Allan’s Atheism,” in which he assesses a recent essay of mine that finds God an unnecessary and indeed coherence-destroying addition to Process and Reality. I clarify my position by showing how Whitehead’s notions of physical purpose and aesthetic determination adequately account for the novelty required for an actual occasion’s concrescence and for increases in achieved value. I then criticize Ford’s claim that genuine novelties must have a divine origin and that in Adventures of Ideas (...)
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  9.  17
    George Allan (1972). Croce and Whitehead on Concrescence. Process Studies 2 (2):95-111.
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  10.  33
    George Allan (2005). On Foundationalism. Review of Metaphysics 59 (1):196-198.
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  11.  14
    George Allan (1974). George Herbert Mead. Process Studies 4 (1):42-51.
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  12.  14
    George Allan (2005). Review of Two Great Truths. [REVIEW] Process Studies 34 (1):144-146.
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  13.  28
    George Allan (2008). A Functionalist Reinterpretation of Whitehead's Metaphysics. Review of Metaphysics 62 (2):327-354.
    Whitehead’s process metaphysics, as developed in Process and Reality, is harmed by the incoherence of his notion of eternal objects as timeless and essentially unrelated entities, which therefore need a primordial agent as their ontological ground and the source of their relatedness and relevance. Such nontemporal entities undermine what is supposed to be a thoroughly temporalist metaphysics. Eternal objects can be understood solely as functions of Creativity, however, as features of a purely temporal process. A notion of God is not (...)
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  14.  25
    George Allan (2004). Ultimate Value. Process Studies 33 (2):284-302.
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  15.  13
    George Allan (1986). The Metaphysical Axioms and Ethics of Charles Hartshorne. Review of Metaphysics 40 (2):271 - 304.
    Hartshorne's "neoclassical metaphysics" rests implicitly on five metaphysical axioms: discontinuity, Asymmetry, Sociality, Creativity, And dipolar divinity. The first four axioms entail ethical norms crucial to democracy: non-Reducibility of individual to community, Primacy of present achievement over potential future value, Non-Reducibility of communal to individual, The importance of risk. The fifth axiom undercuts these norms, However. The notion of God as guarantor of achieved value should be dropped from hartshorne's philosophy to make it ethically consistent.
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  16.  13
    George Allan (1999). Forms, Transforms, and the Creative Process. The Proceedings of the Twentieth World Congress of Philosophy 1999:231-238.
    A standard account of creativity is that it is a process in which the form of a thing or event is altered—restructured or reinterpreted—in a way that changes fundamentally that thing’s or event’s meaning, its nature or function, its intrinsic or instrumental value. What is created in this manner, however, is only a variation of the initial form. Such processes are creative in a weak sense; the strong sense requires that the old form be replaced by a quite different one, (...)
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  17.  7
    George Allan (2008). Pragmatism and Process. In Michel Weber (ed.), Handbook of Whiteheadian Process Thought. De Gruyter 325-338.
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  18.  27
    George Allan (2005). Comments on Ferré's “The Practicality of Metaphysics”. Review of Metaphysics 58 (3):529 - 532.
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  19.  12
    George Allan (1999). The Highroad Around Modernism. Process Studies 28 (3/4):348-352.
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  20.  10
    George Allan (2000). Perishable Goods. Review of Metaphysics 54 (1):3 - 26.
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  21.  6
    George Allan (2004). No More Sea. Process Studies 33 (1):166-169.
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  22.  20
    George Allan (1979). Sartre's Constriction of the Marxist Dialectic. Review of Metaphysics 33 (1):87 - 108.
  23.  18
    George Allan (1997). Alfred North Whitehead. Process Studies 26 (1/2):211-215.
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  24.  5
    George Allan (2008). Cosmological and Civilized Harmonies. In Michel Weber (ed.), Handbook of Whiteheadian Process Thought. De Gruyter 41-54.
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  25.  6
    George Allan (2002). An Ethics of Generosity. Tijdschrift Voor Filosofie 64 (2):359 - 364.
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  26.  5
    George Allan (1986). The Genesis of Modern Process Thought. Idealistic Studies 16 (2):170-170.
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  27.  4
    George Allan (1977). Alfred North Whitehead: A Primary-Secondary Bibliography. [REVIEW] Process Studies 7 (3):211-215.
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  28.  5
    George Allan (1984). The Beast Not Found in Verse. Process Studies 14 (1):68-71.
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  29.  6
    George Allan (1994). Conservatives, Liberals and the Colonized. Process Studies 23 (3-4):256-281.
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  30.  10
    George Allan (1975). Croce's Theory of Historical Judgment. Modern Schoolman 52 (2):169-187.
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  31.  7
    George Allan (2004). Whitehead and Dewey: Religion in the Making of Education. In Janusz A. Polanowski & Donald W. Sherburne (eds.), Whitehead's Philosophy: Points of Connection. State University of New York Press 41.
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  32.  7
    George Allan, Antoon Braeckman, Douglas J. Den Uyl, Douglas B. Rasmussen, Jason T. Eberl, Terry F. Godlove Jr, Eric Goodfield & Lenn E. Goodman (2009). Volume Lxii. Review of Metaphysics 62:1009-1010.
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  33.  14
    George Allan (1997). Whitehead, Process Philosophy, and Education. Process Studies 26 (3/4):334-336.
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  34.  14
    George Allan (2005). Exploring Whitehead's Philosophy of Education. Process Studies 34 (2):167-170.
  35.  14
    George Allan (2005). Solomon's Dream and Whitehead's Rhythm of Education. Process Studies 34 (2):224-239.
  36.  2
    George F. Allan, Sophia Y. Tsai, Bert W. O'Malley & Ming‐Jer Tsai (1991). Steroid Hormone Receptors and In Vitro Transcription. Bioessays 13 (2):73-78.
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  37.  9
    George Allan (1983). Process Philosophy and Social Thought. Process Studies 13 (4):287-295.
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  38.  4
    George Allan (2003). Process and Analysis. International Philosophical Quarterly 43 (3):374-376.
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  39.  4
    George Allan (2000). Collegial Professionalism. Process Studies 29 (2):374-375.
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  40.  13
    George Allan (2004). Forms of Hatred. Review of Metaphysics 58 (1):175-176.
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  41.  9
    George Allan (1992). Neville, Normative Measure, and the Discursive Individual. Review of Metaphysics 45 (3):575 - 597.
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  42.  6
    George Allan (1996). Hellfire and Lightning Rods. Process Studies 25:120-124.
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  43.  5
    George J. Allan (1970). Historians, Soothsayers, and the Philosophy of History. Philosophical Forum 2 (1):50.
    HISTORIANS DESCRIBE AND EXPLAIN THE PAST. IT IS ARGUED THAT THIS ACTIVITY CAN BE EXTENDED TO ENCOMPASS FUTURE-REFERRING STATEMENTS WITHOUT BECOMING SOOTHSAYING. DESCRIPTIVE AND EXPLANATORY TECHNIQUES ARE EXAMINED, AND THE TEST OF THEIR ADEQUACY SEEN TO INVOLVE SPECULATIVE PREDICTION AND PROJECTION. PHILOSOPHERS OF HISTORY ALSO USE SUCH TECHNIQUES, IMAGINATIVELY COMPLETING INCOMPLETE DESCRIPTIVE PATTERNS BY REFERENCE TO THE FUTURE, IN ORDER TO SUGGEST AND EVALUATE EXPLANATIONS OF PAST EVENTS.
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  44.  6
    George Allan (2009). Creating the Future. Process Studies 38 (2):207-227.
    The aim of this essay is to explore similarities between Whitehead’s stages of education and two of the “ultimate notions” he discusses in Modes of Thought. I hope this exploration will shed light on what Whitehead means when he opens the Epilogue of that book by saying: “The task of a university is the creation of the future, so far as rational thought, and civilized modes of appreciation, can affect the issue” (171).
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  45.  6
    George Allan (1998). God as Future. Process Studies 27 (1/2):64-77.
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  46.  3
    George Allan (2004). Reenchantment Without Supernaturalism. International Philosophical Quarterly 44 (1):113-115.
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  47.  1
    George Allan (1983). DALE H. PORTER, "The Emergence of the Past: A Theory of Historical Explanation". [REVIEW] History and Theory 22 (1):83.
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  48.  1
    George Allan (2008). Process Interpretations of History. In Michel Weber (ed.), Handbook of Whiteheadian Process Thought. De Gruyter 237-254.
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  49.  4
    George Allan (1986). Process Social Philosophy. Process Studies 15 (4):241-243.
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  50.  1
    George Allan & Malcolm Evans (eds.) (2006). A Different Three Rs for Education: Reason, Relationality, Rhythm. Rodopi.
    This book of twelve essays applies the holistic theories of process philosophy to the educational challenges that teachers face in today’s complexly changing world. Topics range from staff development to spirituality, exploring issues of student and teacher motivation, developmental stages of learning, imaginative thinking and writing, nourishing relationships, moral and environmental education, and the development of hospitable learning environments.
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