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

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  1. Ingo Reich (2009). What Asymmetric Coordination in German Tells Us About the Syntax and Semantics of Conditionals. Natural Language Semantics 17 (3):219-244.score: 240.0
    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.score: 240.0
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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.score: 180.0
    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. 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.score: 60.0
    : 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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  5. K. Helmut Reich (2002). Developing the Horizons of the Mind: Relational and Contextual Reasoning and the Resolution of Cognitive Conflict. Cambridge University Press.score: 60.0
    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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  6. Judith M. Green, Stefan Neubert & Kersten Reich (eds.) (2012). Pragmatism and Diversity: Dewey in the Context of Late Twentieth Century Debates. Palgrave Macmillan.score: 60.0
    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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  7. K. Helmut Reich (2007). What Needs to Be Done in Order to Bring the Science-and-Religion Dialogue Forward? Zygon 42 (2):269-272.score: 30.0
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  8. K. Helmut Reich (2000). The Dialogue Between Religion and Science: Which God? Zygon 35 (1):99-113.score: 30.0
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  9. K. Helmut Reich (2008). Science-and-Religion/Spirituality/Theology Dialogue: What for and by Whom? Zygon 43 (3):705-718.score: 30.0
    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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  10. Larry A. Hickman, Stefan Neubert & Kersten Reich (eds.) (2009). John Dewey Between Pragmatism and Constructivism. Fordham University Press.score: 30.0
    This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of ...
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  11. 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.score: 30.0
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  12. 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.score: 30.0
    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 (i.e., supervisors and co-workers) and organizational outsiders (i.e., offend- ers and members of the public) in a sample ( n = 482) of UK police officers and police support staff. Results showed that sexual harassment from insiders was related (...)
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  13. Klaus Reich (1939). Kant and Greek Ethics (II.). Mind 48 (192):446-463.score: 30.0
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  14. Kersten Reich (2007). Interactive Constructivism in Education. Education and Culture 23 (1):7-26.score: 30.0
    : 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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  15. 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.score: 30.0
    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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  16. 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.score: 30.0
    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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  17. K. Helmut Reich (2001). Spiritual Development: Han F. De Wit's and Stanislav Grof's Differing Approaches. Zygon 36 (3):509-520.score: 30.0
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  18. Debra Satz & Rob Reich (eds.) (2009). Toward a Humanist Justice: The Political Philosophy of Susan Moller Okin. OUP USA.score: 30.0
    The late Susan Moller Okin was a leading political theorist whose scholarship integrated political philosophy and issues of gender, the family, and culture. Okin argued that liberalism, properly understood as a theory opposed to social hierarchies and supportive of individual freedom and equality, provided the tools for criticizing the substantial and systematic inequalities between men and women. Her thought was deeply informed by a feminist view that theories of justice must apply equally to women as men, and she was deeply (...)
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  19. Harald Walach & K. Helmut Reich (2005). Reconnecting Science and Spirituality: Toward Overcoming a Taboo. Zygon 40 (2):423-442.score: 30.0
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  20. Klaus Reich (1939). Kant and Greek Ethics (I.). Mind 48 (191):338-354.score: 30.0
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  21. Wendelin Reich (2007). Deliberative Democracy in the Classroom: A Sociological View. Educational Theory 57 (2):187-197.score: 30.0
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  22. Klaus Reich (1948). Zum Problem der "Anschauung als Erkenntnisquelle". Zeitschrift für Philosophische Forschung 2 (4):580 - 586.score: 30.0
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  23. K. Helmut Reich (1998). Psychology of Religion: What One Needs to Know. Zygon 33 (1):113-120.score: 30.0
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  24. Rob Reich (2008). On Regulating Homeschooling: A Reply to Glanzer. Educational Theory 58 (1):17-23.score: 30.0
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  25. Klaus Reich (2002). Rousseau and Kant. Graduate Faculty Philosophy Journal 23 (2):35-54.score: 30.0
  26. 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.score: 30.0
    (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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  27. Warren Thomas Reich (1995). The Word "Bioethics": The Struggle Over Its Earliest Meanings. Kennedy Institute of Ethics Journal 5 (1):19-34.score: 30.0
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  28. D. Reich (1992). Who Am I? Identity, Adoption and Human Fertilisation. Journal of Medical Ethics 18 (1):54-54.score: 30.0
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  29. Warren T. Reich (2012). From Ancient Consolation and Negative Care to Modern Empathy and the Neurosciences. Theoretical Medicine and Bioethics 33 (1):25-32.score: 30.0
    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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  30. 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.score: 30.0
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  31. Rob Reich (2002). Opting Out of Education: Yoder, Mozert, and the Autonomy of Children. Educational Theory 52 (4):445-461.score: 30.0
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  32. Wendelin Reich (2010). Three Problems of Intersubjectivity—And One Solution. Sociological Theory 28 (1):40 - 63.score: 30.0
    Social thinkers often use the concept of intersubjectivity to mark out a problem of theoretical sociology: If people are unable to look into each others' minds, why do they often understand each other nonetheless? This issue has been debated extensively by philosophers and sociologists in three largely disconnected discourses. The article investigates the three discourses for isolable ideas that can be fitted into a sociological answer to the problem of intersubjectivity. An interactional solution, fully coherent with key insights from the (...)
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  33. Emil Reich (1898). The Social Question in the Light of Philosophy. International Journal of Ethics 8 (3):357-382.score: 30.0
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  34. 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.score: 30.0
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  35. 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 1:01A2.score: 30.0
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  36. K. Helmut Reich (1990). The Relation Between Science and Theology: The Case for Complementarity Revisited. Zygon 25 (4):369-390.score: 30.0
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  37. Warren T. Reich & Laurence B. McCullough (1999). Laying Medicine Open: Innovative Interaction Between Medicine and the Humanities. Kennedy Institute of Ethics Journal 9 (1):1-5.score: 30.0
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  38. Peter B. Reich (2009). Accelerating a Silvicultural Metamorphosis?A Critique of Silviculture: Managing for Complexity. Klaus J. Puettmann , Christian Messier , and K. David Coates . Island Press, 2008. 206 Pp., Illus. $30.00 (ISBN 9781597261463 Paper). [REVIEW] Bioscience 59 (9):807-809.score: 30.0
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  39. Helmut K. Reich (2008). Extending the Psychology of Religion: A Call for Exploration of Psychological Universals, More Inclusive Approaches, and Comprehensive Models. Archive for the Psychology of Religion 30 (1):115-134.score: 30.0
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  40. Kersten Reich (2009). In This Section I Give a Survey of Basic Constructivist Assumptions and Different Constructivist Approaches, Then Briefly Elaborate on Some Connections Between Social Constructivist Approaches—Especially the Cologne Program of Interactive Constructivism—and Iohn Dewey's Pragmatism. In Larry A. Hickman, Stefan Neubert & Kersten Reich (eds.), John Dewey Between Pragmatism and Constructivism. Fordham University Press. 39.score: 30.0
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  41. K. Helmut Reich (2000). Psychology of Religion: Guidelines for Priests, Ministers, Religious Educators, and Parents. Archive for the Psychology of Religion 23 (1):278-294.score: 30.0
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  42. Warren T. Reich (1996). Revisiting the Launching of the Kennedy Institute: Re-Visioning the Origins of Bioethics. Kennedy Institute of Ethics Journal 6 (4):323-327.score: 30.0
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  43. K. Helmut Reich (1995). The Doctrine of the Trinity as a Model for Structuring the Relations Between Science and Theology. Zygon 30 (3):383-405.score: 30.0
    A strategy for dealing systematically with such complex relationships as those between science and theology is presented after a brief overview of the historical record and illustrated in terms of the concept of divinity. The application of that strategy to the title relationships yields a multilogical/multilevel solution which presents certain analogies to or isomorphisms with the doctrine of the Trinity. These concern mainly the multilogical/multilevel character of both conceptualizations and the relational and contextual reasoning required to conceive them. Furthermore, certain (...)
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  44. 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.score: 30.0
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  45. Michael R. Reich, Jody Henry Hershey, George E. Hardy, James E. Childress & Ruth Gaare Bernheim (2003). Workshop on Public Health Law and Ethics I & II: The Challenge of Public/Private Partnerships (PPPs). Journal of Law, Medicine and Ethics 31 (s4):90-93.score: 30.0
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  46. Laurence B. McCullough & Warren T. Reich (1999). Laying Medicine Open: Innovative Interaction Between Medicine and the Humanities. Kennedy Institute of Ethics Journal 9 (1):1-5.score: 30.0
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  47. Fritz K. Oser, Reto Luzius Fetz, K. Helmut Reich & Peter Valentin (2003). Religious Judgement and Religious World View: Theoretical Relationship and Empirical Findings. Archive for the Psychology of Religion 25 (1):165-179.score: 30.0
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  48. R. P. J. Perazzo, S. L. Reich, J. Schvarzer & M. A. Virasoro (1997). Dynamical Models in Economics: The Case of Inflation. Complexity 2 (6):54-60.score: 30.0
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  49. Emil Reich (1908). Atlas Antiquus. Journal of Hellenic Studies 28:345.score: 30.0
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