Search results for 'Ingo Reich' (try it on Scholar)

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  1.  5
    Ingo Reich (2009). What Asymmetric Coordination in German Tells Us About the Syntax and Semantics of Conditionals. Natural Language Semantics 17 (3):219-244.
    In this paper, I argue on empirical grounds that (VL-initial) Asymmetric Coordination in German cannot be reduced to a syntactic structure of the form [if S1, then S2], but rather needs to be analyzed as some kind of adjunction to the if-clause, i.e., along the lines of [[if S1] and S2]. This conclusion gives rise to an apparent mismatch between syntactic structure (narrow scope of if) and semantic interpretation (wide scope of if). To resolve this paradoxical situation, I propose a (...)
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  2. Ingo Reich (ed.) (2010). Proceedings of Sinn Und Bedeutung 15, Saarbruecken.
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  3. K. Helmut Reich (2003). Developing the Horizons of the Mind: Reich's Response to the Commentators. Zygon 38 (2):459-466.
    Some aspects of my writing the monograph Developing the Horizons of the Mind (2002) are highlighted, the central characteristics of relational and contextual reasoning (RCR) are explained, and the contributions to this symposium by John Albright, Varadaraja V. Raman, and John Teske are discussed.
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  4.  2
    Robert Reich & Mary Scott (1995). U.S. Labor Secretary Robert Reich. Business Ethics: The Magazine of Corporate Responsibility 9 (5):24-27.
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  5. Stefan Neubert & Kersten Reich (2006). The Challenge of Pragmatism for Constructivism: Some Perspectives in the Programme of Cologne Constructivism. Journal of Speculative Philosophy 20 (3):165-191.
    : In this paper we wish to give a short introduction to the programme of interactive constructivism, an approach founded by Kersten Reich and under further development at the University of Cologne. This introduction will be combined with a discussion about the importance of pragmatism as a source of a socially oriented constructivism. For the Cologne programme, especially the philosophy of John Dewey has been very helpful in this respect. We will try to show this relation in two main (...)
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  6.  20
    K. Helmut Reich (2002). Developing the Horizons of the Mind: Relational and Contextual Reasoning and the Resolution of Cognitive Conflict. Cambridge University Press.
    This book is about Relational and Contextual Reasoning (RCR), a new theory of the human mind that addresses key areas of human conflict, such as the ideological conflict between nations, in close relationships and between science and religion. K. Helmut Reich provides a clear and accessible introduction to the RCR way of thinking that encourages an inclusive rather than oppositional approach to conflict and problem-solving.
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  7.  8
    Wendelin Reich (2007). Deliberative Democracy in the Classroom: A Sociological View. Educational Theory 57 (2):187-197.
    Contemporary philosophical and political theories place high hopes on the concept of deliberative democracy. Within educational research, there seems to be widespread agreement that if students are to be educated for deliberative democracy, actual classroom deliberation constitutes an indispensable educational tool. From the standpoint of sociology and social psychology, this assumption seems plausible but unnecessarily vague. In this essay, Wendelin Reich suggests a comprehensive list of educational aims that may be associated with deliberation before reviewing research on the concept (...)
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  8. Judith M. Green, Stefan Neubert & Kersten Reich (eds.) (2012). Pragmatism and Diversity: Dewey in the Context of Late Twentieth Century Debates. Palgrave Macmillan.
    Machine generated contents note: -- The Roots of Diversity in Pragmatist Thought--James Campbell * The Context of Diversity vs. The Problem of Diversity--William J. Gavin * Reading Dewey and Mouffe on Democratic Norms--Larry A. Hickman * Cultivating Pragmatist Cosmopolitanism: The Diverse Democratic Community after Huntington and Benhabib--Judith M. Green * Democracy: Practice as Needed--Michael Eldridge * Dewey and Levinas on Pluralism, the Other, and Democracy--Jim Garrison * Reconstruction of Philosophy and Inquiry into Human Affairs: Deweyan Pragmatism in Dialogue with the (...)
     
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  9. Judith M. Green, Stefan Neubert & Kersten Reich (eds.) (2012). Pragmatism and Diversity: Dewey in the Context of Late Twentieth Century Debates. Palgrave Macmillan.
    Machine generated contents note: -- The Roots of Diversity in Pragmatist Thought--James Campbell * The Context of Diversity vs. The Problem of Diversity--William J. Gavin * Reading Dewey and Mouffe on Democratic Norms--Larry A. Hickman * Cultivating Pragmatist Cosmopolitanism: The Diverse Democratic Community after Huntington and Benhabib--Judith M. Green * Democracy: Practice as Needed--Michael Eldridge * Dewey and Levinas on Pluralism, the Other, and Democracy--Jim Garrison * Reconstruction of Philosophy and Inquiry into Human Affairs: Deweyan Pragmatism in Dialogue with the (...)
     
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  10. Rob Reich (2013). Philanthropy and Caring for the Needs of Strangers. Social Research: An International Quarterly 80 (2):517-538.
     
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  11. Rob Reich (2008). On Regulating Homeschooling: A Reply to Glanzer. Educational Theory 58 (1):17-23.
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  12. K. Helmut Reich (2007). Enlarging the Interdisciplinary Circle: Joan Koss-Chioino's and Philip Hefner's Approach to Spiritual Transformation and Healing. Zygon 42 (2):553-560.
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  13. Klaus Reich (1939). Kant and Greek Ethics (II.). Mind 48 (192):446-463.
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  14. K. Helmut Reich (2007). What Needs to Be Done in Order to Bring the Science-and-Religion Dialogue Forward? Zygon 42 (2):269-272.
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  15. K. Helmut Reich (2000). The Dialogue Between Religion and Science: Which God? Zygon 35 (1):99-113.
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  16. K. Helmut Reich (2008). Science-and-Religion/Spirituality/Theology Dialogue: What for and by Whom? Zygon 43 (3):705-718.
    In recent years the science-and-religion/spirituality/theology dialogue has flourished, but the impact on the minds of the general public, on society as a whole, has been less impressive. Also, religious believers and outspoken atheists face each other without progressing toward a common understanding. The view taken here is that achieving a more marked impact of the dialogue would be beneficial for a peaceful survival of humanity. I aim to argue the why and how of that task by analyzing three possible purposes (...)
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  17.  5
    Adam D. Reich, Helena B. Hansen & Bruce G. Link (2016). Fundamental Interventions: How Clinicians Can Address the Fundamental Causes of Disease. Journal of Bioethical Inquiry 13 (2):185-192.
    In order to enhance the “structural competency” of medicine—the capability of clinicians to address social and institutional determinants of their patients’ health—physicians need a theoretical lens to see how social conditions influence health and how they might address them. We consider one such theoretical lens, fundamental cause theory, and propose how it might contribute to a more structurally competent medical profession. We first describe fundamental cause theory and how it makes the social causes of disease and health visible. We then (...)
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  18. C. A. Lengacher, H. Jim, R. Reich, E. Pracht, B. Craig, S. Ramesar, I. Carranza, C. Paterson, P. Budhrani & L. Millette (2012). Improving Quality of Life in Breast Cancer Survivors: The Cost-Effectiveness of Mindfulness Based Stress Reduction. IRB: Ethics & Human Research 1:01A2.
     
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  19. James F. Drane & G. H. Reich (2002). Honesty in Medicine: Should Doctors Tell the Truth. American Journal of Bioethics 2:14-17.
     
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  20.  3
    Rob Reich (2014). Gift Giving and Philanthropy in Market Democracy. Critical Review 26 (3-4):408-422.
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  21.  46
    Warren T. Reich (2009). Bioethics Outlook. Bioethics 20 (1).
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  22.  2
    Warren Thomas Reich & Helga Kuhse (1998). Encyclopedia of Bioethics. Bioethics 12 (1):77-78.
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  23. Warren T. Reich (forthcoming). Historical Dimensions of an Ethic of Care in Health Care. Encyclopedia of Bioethics.
     
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  24. T. Recih Warren & T. Reich (forthcoming). Encyclopedia of Bioethics. Encyclopedia of Bioethics.
     
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  25.  10
    Warren Thomas Reich (1994). The Word "Bioethics": Its Birth and the Legacies of Those Who Shaped It. Kennedy Institute of Ethics Journal 4 (4):319-335.
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  26.  8
    K. Helmut Reich (2003). Teaching Genesis: A Present-Day Approach Inspired by the Prophet Nathan. Zygon 38 (3):633-641.
    The prophets Nathan and John the Baptist had comparable tasks before them: to convince their respective kings about the wrongs of taking somebody else's wife and marrying her. Nathan succeeded, while John failed and furthermore lost his life. What made the difference? One possible explanation is that Nathan proceeded in two steps: Tell an interesting, nonthreatening story that nevertheless makes the point at issue; transfer that message to the case at hand. In contrast, John used a direct approach, which raised (...)
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  27.  21
    Warren T. Reich (2001). The Care-Based Ethic of Nazi Medicine and the Moral Importance of What We Care About. American Journal of Bioethics 1 (1):64-74.
    (2001). The Care-Based Ethic of Nazi Medicine and the Moral Importance of What We Care About. The American Journal of Bioethics: Vol. 1, No. 1, pp. 64-74.
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  28. David Laitin & Rob Reich (2003). A Liberal Democratic Approach to Language Justice. In Will Kymlicka & Alan Patten (eds.), Language Rights and Political Theory. OUP Oxford 80--104.
     
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  29. Robert Veatch & T. W. Reich (forthcoming). Encyclopedia of Bioethics. Encyclopedia of Bioethics.
     
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  30.  7
    Warren Thomas Reich (1995). The Word "Bioethics": The Struggle Over Its Earliest Meanings. Kennedy Institute of Ethics Journal 5 (1):19-34.
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  31.  65
    Emil Reich (1898). The Social Question in the Light of Philosophy. International Journal of Ethics 8 (3):357-382.
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  32.  67
    Klaus Reich (1939). Kant and Greek Ethics (I.). Mind 48 (191):338-354.
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  33.  8
    K. Helmut Reich (1998). Cog and God: A Response to Anne Foerst. Zygon 33 (2):255-262.
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  34.  9
    Klaus Reich, Jane Kneller & Michael Losonsky (1994). The Completeness of Kant's Table of Judgments. [REVIEW] Philosophical Review 103 (2):373-375.
  35.  22
    Susan Moller Okin & Rob Reich (1999). Families and Schools as Compensating Agents in Moral Development for a Multicultural Society. Journal of Moral Education 28 (3):283-298.
    Many experts in moral education agree that the potential for empathy, a key moral emotion, is innate. However, it is also evident that this potential needs to be developed if children are to acquire crucial moral qualities such as honesty, concern for others and a sense of fairness. Our central claim is that important structural changes in both families and schools may be necessary for the development of empathy and, hence, the fostering of these moral virtues. Since many families and (...)
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  36.  9
    N. H. Reich, M. Veefkind, E. A. Alsema, B. Elzen & Wgjhm van Sark (2005). Industrial Design of a PV Powered Consumer Application: Case Study of a Solar Powered Wireless Computer Mouse. In Alan F. Blackwell & David MacKay (eds.), Power. Cambridge University Press 3.
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  37.  22
    M. Sandy Hershcovis, Sharon K. Parker & Tara C. Reich (2010). The Moderating Effect of Equal Opportunity Support and Confidence in Grievance Procedures on Sexual Harassment From Different Perpetrators. Journal of Business Ethics 92 (3):415-432.
    This study drew on three theoretical perspectives – attribution theory, power, and role identity theory – to compare the job-related outcomes of sexual harassment from organizational insiders and organizational outsiders in a sample of UK police officers and police support staff. Results showed that sexual harassment from insiders was related to higher intentions to quit, over-performance demands, and lower job satisfaction, whereas sexual harassment from outsiders was not significantly related to any of the outcome variables investigated. We also examined two (...)
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  38.  26
    Kersten Reich (2007). Interactive Constructivism in Education. Education and Culture 23 (1):7-26.
    : Interactive constructivism and its implications for education will be introduced in four steps. (1) The context of the approach and its relation to other constructivist developments will be discussed. (2) I will examine essential pragmatic criteria in the tradition of John Dewey that are relevant for interactive constructivism. (3) More decisively than Dewey interactive constructivism launches a meta-theoretical distinction between observers, participants, and agents. (4) Communication as a chief dimension of education can be analyzed out of three perspectives: the (...)
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  39.  5
    Rob Reich (2007). How and Why to Support Common Schooling and Educational Choice at the Same Time. Journal of Philosophy of Education 41 (4):709–725.
    The common school ideal is the source of one of the oldest educational debates in liberal democratic societies. The movement in favour of greater educational choice is the source of one of the most recent. Each has been the cause of major and enduring controversy, not only within philosophical thought but also within political, legal and social arenas. Echoing conclusions reached by Terry McLaughlin, but taking the historical and legal context of the United States as my backdrop, I argue that (...)
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  40.  9
    Rob Reich (2002). Opting Out of Education: Yoder, Mozert, and the Autonomy of Children. Educational Theory 52 (4):445-461.
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  41.  21
    K. Helmut Reich (2012). How Could We Get to a More Peaceful and Sustainable Human World Society? The Role of Science and Religion. Zygon 47 (2):308-321.
    Abstract This call to think, to feel, to read about the title subject and to act first lists five hurdles on the way to a more peaceful and sustainable human society. A number of successful solutions are then presented, such as the UN Convention of the Law of the Sea. There follow sections on potential contributions by religion and by collaboration between science and religion. My plea is for a widespread participation at all levels of society and an attitude of (...)
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  42.  12
    Warren T. Reich (2012). From Ancient Consolation and Negative Care to Modern Empathy and the Neurosciences. Theoretical Medicine and Bioethics 33 (1):25-32.
    A historical understanding of the virtue of consolation, as contrasted to empathy, compassion, or sympathy, is developed. Recent findings from neuroscience are presented which support and affirm this understanding. These findings are related to palliative care and its current practice in bioethics.
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  43. Warren T. Reich (1995). History of the Notion of Care. Encyclopedia of Bioethics 5:319-331.
     
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  44. Clair Brown, Michael Reich, Lloyd Ulman & Yoshifumi Nakata (1997). Work and Pay in the United States and Japan. Oxford University Press Usa.
    Drawing on data obtained from fieldwork within comparable establishments in these two countries, as well as from national sources, this integrated and detailed analysis of the components of firms' human resources systems in the US and Japan examines the relationship between company practices and national economic institutions.
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  45.  18
    Klaus Reich (2002). Rousseau and Kant. Graduate Faculty Philosophy Journal 23 (2):35-54.
  46.  2
    Wendelin Reich (2010). Three Problems of Intersubjectivity-And One Solution. Sociological Theory 28 (1):40-63.
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  47.  8
    K. Helmut Reich (2004). Psychology of Religion and Neurobiology: Which Relationship? Archive for the Psychology of Religion 26 (1):117-134.
    Given that psychologists of religion as a scientific community so far have shown little interest in neurobiology, and neurobiology may become important for our field in the not too distant future, an attempt is made to present and discuss neurobiology and its conceivable interactions with psychology of religion. The long-standing debate about the philosophical grounding of the mind-body problem is recalled, as well as the scope of neurobiology and its research methods. Psychology of religion may assist neurobiology by providing research (...)
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  48. David E. Klemm, William H. Klink, Lawrence W. Fagg, Sjoerd L. Bonting, C. Mackenzie Brown, K. Helmut Reich & Extraterrestrial Life (2003). Dialogue on Theological Models. Zygon 38 (3-4):744.
     
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  49.  4
    Karin Reich (forthcoming). Flatland: An Analogy Between Mathematics and Physics. Science and Education.
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  50.  4
    Warren T. Reich (1999). The "Wider View": André Hellegers's Passionate, Integrating Intellect and the Creation of Bioethics. Kennedy Institute of Ethics Journal 9 (1):25-51.
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