Search results for 'Inna Devyatko' (try it on Scholar)

75 found
Sort by:
  1. Gennady Batygin & Inna Devyatko (1994). The Soviet Philosophical Community and Power: Some Episodes From the Late Forties. Studies in East European Thought 46 (3):223 - 245.score: 120.0
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  2. Semetsky Inna (2004). Becoming‐Language/Becoming‐Other: Whence Ethics? Educational Philosophy and Theory 36 (3):313-325.score: 30.0
    Direct download (9 more)  
     
    My bibliography  
     
    Export citation  
  3. Małgorzata Bogaczyk (2006). Sztuka Inna. O sztuce prymitywnej, naiwnej i surowej. Filo-Sofija 6 (1(6)):239-256.score: 12.0
    Author: Bogaczyk Małgorzata Title: THE DIFFERENT ART. ON THE PRIMITIVE ART, NAÏVE ART AND ART BRUT (Sztuka Inna. O sztuce prymitywnej, naiwnej i surowej) Source: Filo-Sofija year: 2006, vol:.6, number: 2006/1, pages: 239-256 Keywords: DIFFERENT ART, PRIMITIVE ART, ART BRUT, NAÏVE ART Discipline: PHILOSOPHY Language: POLISH Document type: ARTICLE Publication order reference (Primary author’s office address): E-mail:In the sketch I show some similarities in the artist’s way of perceiving the work of art, the process of artistic creativity, and the (...)
    No categories
    Translate to English
    | Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  4. Piotr Augustyniak (2011). Fedon i „inna nowoczesność”. Kronos 4 (4).score: 9.0
    No categories
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  5. Jurgen Habermas (1986). Inna droga przekroczenia filozofii podmiotu: rozum komunikacyjny kontra rozum ześrodkowany w podmiocie. Colloquia Communia 27 (4-5):121-146.score: 9.0
    No categories
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  6. Tyson E. Lewis (2012). Semetsky, Inna. Educational Philosophy and Theory 45 (7):811-814.score: 9.0
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  7. Andrew Stables (2014). Response to Inna Semetsky's Review of Be(Com)Ing Human: Semiosis and the Myth of Reason. [REVIEW] Studies in Philosophy and Education 33 (2):223-225.score: 9.0
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  8. Inna Semetsky (2009). The Magician in the World: Becoming, Creativity, and Transversal Communication. Zygon 44 (2):323-345.score: 3.0
    This essay interprets the meaning of one of the cards in aTarot deck, "The Magician," in the context of process philosophy in the tradition of Alfred North Whitehead. It brings into the conversation the philosophical legacy of American semiotician Charles Sanders Peirce as well as French poststructuralist Gilles Deleuze. Some of their conceptualizations are explored herein for the purpose of explaining the symbolic function of the Magician in the world. From the perspective of the logic of explanation, the sign of (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  9. Todd May & Inna Semetsky, Deleuze, Ethical Education, and the Unconscious.score: 3.0
    While teaching values is an important part of education, contemporary moral education, however, presents a set of pre-established values to be inculcated rather than comprising a critical inquiry into their possible rightness and wrongness. This essay proposes a somewhat different direction by saying that education, rather than concerning itself with the moral, should concern itself with the ethical. Although morals and ethics are usually equated, we use ethical here as posited by Gilles Deleuze's question of who we might be, based (...)
    Direct download  
     
    My bibliography  
     
    Export citation  
  10. Inna Semetsky & Joshua A. Delpech-Ramey (2012). Jung's Psychology and Deleuze's Philosophy: The Unconscious in Learning. Educational Philosophy and Theory 44 (1):69-81.score: 3.0
    This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that educational theory should explore the role of the unconscious in learning, especially with regard to adult education in the process of learning from life-experiences. The integration of the unconscious into consciousness (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  11. Inna Semetsky (2010). The Folds of Experience, Or: Constructing the Pedagogy of Values. Educational Philosophy and Theory 42 (4):476-488.score: 3.0
    This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative ('3C'). The construct of '3C' education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book Critical Lessons: What our schools should teach . The paper argues that only as embodying all three 'C's in experience can education become genuinely moral and bring the missing element of values (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  12. Inna Semetsky (2006). The Language of Signs: Semiosis and the Memories of the Future. [REVIEW] Sophia 45 (1):95-116.score: 3.0
    From the perspective of semiotics, or a science of signs, communication exceeds the usual verbal mode of expression and covers extra linguistic modes. This paper addresses a specific communicative system represented by Tarot pictures. The semiotic approach not only presents Tarot as exceeding its function as a game but also de-mystifies, in part, its occult side by virtue of the analysis of semiosis, or the action of signs in nature. Using references from the Hermetic philosophy, to Dummett, to Peirce, to (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  13. Inna Kupreeva (2003). Alexander of Aphrodisias on the Cosmos. Ancient Philosophy 23 (2):482-486.score: 3.0
  14. Inna Semetsky (2004). The Role of Intuition in Thinking and Learning: Deleuze and the Pragmatic Legacy. Educational Philosophy and Theory 36 (4):433–454.score: 3.0
  15. Inna Semetsky (2010). Continuities, Discontinuities, Interactions: Values, Education, and Neuroethics. Ethics and Education 4 (1):69-80.score: 3.0
    This article begins by revisiting the current model of values education (moral education) which has recently been set up in Australian schools. This article problematizes the pedagogical model of teaching values in the direct transmission mode from the perspective of the continuity of experience as central to the philosophies of John Dewey and Charles S. Peirce. In this context experience is to be understood as a collective (going beyond the realm of private) and continuous (importantly, non-atomistic) space. As such, human (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  16. Inna Semetsky (2005). From Design to Self-Organization, Or: A Proper Structure for a Proper Function. [REVIEW] Axiomathes 15 (4):575-597.score: 3.0
    It is suggested that Charles Sanders Peirce's triadic semiotics provides a framework for a diagrammatic representation of a sign's proper structure. The action of signs is described at the logical and psychological levels. The role of (unconscious) abductive inference is analyzed, and a diagram of reasoning is offered. A series of interpretants transform brute facts into interpretable signs thereby providing human experience with value or meaning. The triadic structure helps in de-mystifying the relations between Penrose's three worlds when the latter (...)
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  17. Inna Kupreeva (2005). Aristotle on Growth a Study of the Argument of "On Generation and Corruption 15". Apeiron 38 (3):103 - 159.score: 3.0
  18. Inna Semetsky (2003). Deleuze's New Image of Thought, or Dewey Revisited. Educational Philosophy and Theory 35 (1):17–29.score: 3.0
    Richard Rorty, in his ‘Consequences of Pragmatism’ (1982), acknowledging the pragmatic direction taken by both modern and postmodern philosophy, declared that ‘James and Dewey were not only waiting at the end of the dialectical road which analytic philosophy traveled, but are waiting at the end of the road which, for example, Foucault and Deleuze are currently traveling’ (Rorty, 1982, p. xviii). This paper does not aim to establish who traveled the farthest along the road posited by Rorty. Instead, its purpose (...)
    Direct download (11 more)  
     
    My bibliography  
     
    Export citation  
  19. Inna Semetsky (2012). Educating for Meaningful Lives Through Existential Spirituality – By S. Webster. Educational Philosophy and Theory 44 (6):675-678.score: 3.0
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation  
  20. Inna Kupreeva (2008). Aristotelian Texts (M.) Rashed L'Héritage Aristotélicien. Textes Inédits de l'Antiquité. Pp. Xiv + 601, Ills. Paris: Les Belles Lettres, 2007. Paper, €60. ISBN: 978-2-251-18105-. [REVIEW] The Classical Review 58 (02):428-.score: 3.0
    Translate to English
    | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  21. Inna Semetsky (2004). Experiencing Deleuze. Educational Philosophy and Theory 36 (3):227–231.score: 3.0
    The present collection constitutes what French poststructuralist philosopher Gilles Deleuze (1925–1995) dubbed rhizome, using this biological notion as a metaphor for multidirectional growth and diverse productivity irreducible to a single root representing epistemology grounded on a firm foundation for knowledge. A philosophical site, for Deleuze, consists of a multiplicity of planes including at once social, artistic, ethical, and affective dimensions. Experience is rendered meaningful not by grounding empirical particulars in abstract universals but by active experimentation on ourselves. Several of Deleuze’s (...)
    Direct download (10 more)  
     
    My bibliography  
     
    Export citation  
  22. Inna Semetsky (2012). Introduction: Jung and Inclusive Education. Educational Philosophy and Theory 44 (1):1-5.score: 3.0
    Direct download (9 more)  
     
    My bibliography  
     
    Export citation  
  23. Inna Semetsky (2003). The Problematics of Human Subjectivity: Gilles Deleuze and the Deweyan Legacy. Studies in Philosophy and Education 22 (3/4):211-225.score: 3.0
    This article is part of alarger project exploring the continuity betweentwo philosophical positions – that of Frenchpoststructuralist Gilles Deleuze (1925–1995)and John Dewey – that appear at first sight tobe separated by time, place and culture. Thescope of the present paper is necessarilylimited and focuses on one aspect of theproject, namely: the problematics ofsubjectivity, or subject formation, inDeleuze's philosophy. Deleuze's position isestablished as pragmatic by virtue of itssharing the value allotted by Dewey toexperiential and experimental inquiry inphilosophy. By drawing initial parallels (...)
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  24. Inna Semetsky (2009). Deleuze as a Philosopher of Education: Affective Knowledge/Effective Learning. The European Legacy 14 (4):443-456.score: 3.0
    This essay addresses Gilles Deleuze's ?pedagogy of the concept? as grounded in the triadic relation between percepts, affects, and concepts. Philosophical thinking based on the ?logic of affects? necessarily leads to the creation of novel concepts in/for experience. Still, new concepts are themselves informed by the physicality of affects thus bridging the dualistic gap of the Cartesian subject. Deleuze's neorealist position considers the objects of real experience to be both actual and virtual. Experience exceeds private sense-data; it is a milieu (...)
    No categories
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  25. Inna Semetsky (2010). Introduction. Educational Philosophy and Theory 42 (4):385-389.score: 3.0
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  26. Inna Semetsky (2008). On the Creative Logic of Education, Or: Re-Reading Dewey Through the Lens of Complexity Science. Educational Philosophy and Theory 40 (1):83–95.score: 3.0
  27. Inna Semetsky (2005). Peirce's Semiotics, Subdoxastic Aboutness, and the Paradox of Inquiry. Educational Philosophy and Theory 37 (2):227–238.score: 3.0
    Direct download (9 more)  
     
    My bibliography  
     
    Export citation  
  28. Inna Semetsky (forthcoming). Tarot Semiotics as Cartography of Events. Semiotics:38-51.score: 3.0
    No categories
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  29. Inna Kupreeva (2003). Life's Form. Ancient Philosophy 23 (2):495-500.score: 3.0
  30. Inna Kupreeva (2009). Review of David Bostock, Space, Time, Matter, and Form: Essays on Aristotle's Physics. [REVIEW] Notre Dame Philosophical Reviews 2009 (1).score: 3.0
    Translate to English
    | Direct download  
     
    My bibliography  
     
    Export citation  
  31. Inna Semetsky (2007). Beyond the Modern-Postmodern Struggle in Education: Toward Counter-Education and Enduring Improvisation - by Gur-Ze'ev, I. Educational Philosophy and Theory 39 (6):676–677.score: 3.0
    Direct download (8 more)  
     
    My bibliography  
     
    Export citation  
  32. Inna Semetsky (2004). Becoming-Language/Becoming-Other: Whence Ethics? Educational Philosophy and Theory 36 (3):313–325.score: 3.0
    The problematics of language and communication, as pertaining to educational theory and practice, is closely connected with the understanding of human subjectivity (Biesta, 1995; Garrison, 1999). The discussion in this paper will focus on a specific philosophy of language as developed by Gilles Deleuze. In order to address some possible implications of such philosophy for moral education, this paper will position Deleuze’s philosophical thought against the background of Charles Taylor’s book The Ethics of Authenticity (1991), in which Taylor introduces his (...)
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  33. Inna Semetsky (2005). Peirce and Education: An Introduction. Educational Philosophy and Theory 37 (2):153–156.score: 3.0
  34. Inna Semetsky (forthcoming). The Adventures of a Postmodern Fool, or the Semiotics of Learning. Semiotics:477-495.score: 3.0
    No categories
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  35. Inna Arnaudova, Angelos-Miltiadis Krypotos, Marieke Effting, Yannick Boddez, Merel Kindt & Tom Beckers (2013). Individual Differences in Discriminatory Fear Learning Under Conditions of Ambiguity: A Vulnerability Factor for Anxiety Disorders? Frontiers in Psychology 4.score: 3.0
    Complex fear learning procedures might be better suited than the common differential fear conditioning paradigm for detecting individual differences related to vulnerability for anxiety disorders. Two such procedures are the blocking procedure and the protection-from-overshadowing procedure. Their comparison allows for the examination of discriminatory fear learning under conditions of ambiguity. The present study examined the role of individual differences in such discriminatory fear learning. We hypothesized that heightened trait anxiety would be related to a deficit in discriminatory fear learning. Participants (...)
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  36. Inna Kupreeva (2002). Aspasius. Ancient Philosophy 22 (1):219-225.score: 3.0
  37. Dariusz Adamski (2007). „Tu – pomiędzy (sercem a rozumem)”. Parada z tekstów Jana Potockiego. Archiwum Historii Filozofii I Myśli Społecznej 52.score: 3.0
    Tekst jest wyborem fragmentów przypisywanych Janowi Potockiemu. Jean Potocki (1761–1815), mistrz ironii, twardo usadowiony w nieuchwytnym na pozór miejscu pomiędzy oświeceniem a romantyzmem, pozostaje najczęściej plagiatowanym autorem Europy. Zapewne przysłużył się pośmiertnie sprawie praw autorskich, ale i stało się tak, jakby oryginalność i płodność jego myśli była na tyle inna, że nie sposób przedstawić go inaczej jak wymazując jego imię, jeśli po prostu nie niszcząc. Choć historia jego francuskich i amerykańskich plagiatów jest wyczerpująco udokumentowana, nie istnieje jeszcze definitywne wydanie (...)
    No categories
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  38. Sasha Barab, Steve Zuiker, Scott Warren, Dan Hickey, Adam Ingram‐Goble, Eun‐Ju Kwon, Inna Kouper & Susan C. Herring (2007). Situationally Embodied Curriculum: Relating Formalisms and Contexts. Science Education 91 (5):750-782.score: 3.0
    No categories
    Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  39. Gennadii Batygin & Inna Deviatko (1994). The Case of Professor Z. Ia. Beletskii. Russian Studies in Philosophy 33 (2):73-96.score: 3.0
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  40. Inna Churnosova (2013). Формування Вищими Навчальними Закладами Конкурентного Потенціалу. Схід (2(109)):75-80.score: 3.0
    Competitive potential of higher educational institutions is presented as quality-quantitative parameters of supply. For the calculation of parameters an index "the licensed enrolment" is utilized. Proofs of absence of co-ordination in operating of educational under forming of competition potential are adduced. The low level of maturity of competitive relations of educational establishments results in uncontrolled growth of aggregate supply. This circumstance presupposes of competitive activity intensification local market of services of higher education.
    No categories
    Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  41. Gennady Davydov & Inna Davydova (1992). Tautologies and Positive Solvability of Linear Homogeneous Systems. Annals of Pure and Applied Logic 57 (1):27-43.score: 3.0
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  42. Gennady Davydov & Inna Davydova (2001). Towards Logical Operations Research—Propositional Case. Annals of Pure and Applied Logic 113 (1-3):95-119.score: 3.0
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  43. Inna Dovladbekova, Tatyana Muravska & Tiiu Paas (2006). Transformation of Higher Education as the Precondition for Competitive Development in Estonia and Latvia. The European Legacy 11 (2):171-184.score: 3.0
    No categories
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  44. Inna Gridchyna & Marine Aulois-Griot (2011). La rétrocession de médicaments par les hôpitaux : quels bénéfices pour les acteurs ? Médecine Et Droit 2011 (110):203-210.score: 3.0
    No categories
    Translate to English
    | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  45. Olena Kanivets & Inna Kolesnyk (2013). Стратегія Виходу Підприємства На Міжнародні Ринки Збуту (На Прикладі Коксохімічної Промисловості). Схід (2(109)):43-47.score: 3.0
    In article the role of strategy of the enterprise in foreign trade activities has been defined and proved, practical recommendations concerning working out of strategy of an exit on the international commodity markets for the cake and by-product process are given the industry which are inherent for branch specialisation of east region.
    No categories
    Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  46. Inna Kupreeva (2004). Alexander of Aphrodisias on Mixture and Growth'. Oxford Studies in Ancient Philosophy 27:296-334.score: 3.0
     
    My bibliography  
     
    Export citation  
  47. Inna Kupreeva (2010). Alexander of Aphrodisias on Form: A Discussion of Marwan Rashed, Essentialisme. In Brad Inwood (ed.), Oxford Studies in Ancient Philosophy, Volume 38. Oup Oxford.score: 3.0
    No categories
     
    My bibliography  
     
    Export citation  
  48. Inna Kupreeva (2003). Qualities and Bodies: Alexander Against the Stoics. Oxford Studies in Ancient Philosophy 25:297-344.score: 3.0
    Direct download  
     
    My bibliography  
     
    Export citation  
  49. Inna Kupreeva (2009). Stoic Themes in Peripatetic Physics? In Ricardo Salles (ed.), God and Cosmos in Stoicism. Oxford University Press.score: 3.0
  50. Inna Kupreeva (2009). Stoic Themes in Peripatetic Sources? In Ricardo Salles (ed.), God and Cosmos in Stoicism. Oxford University Press. 135--170.score: 3.0
1 — 50 / 75