Search results for 'Jan Marie Lambert Peters' (try it on Scholar)

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  1. Jan Marie Lambert Peters (1981). Pictorial Signs and the Language of Film. Rodopi.score: 502.5
    PREFACE The semiotic approach to pictorial or audiovisual communication has been the special concern of a number of ...
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  2. R. S. Peters & David E. Cooper (eds.) (1986). Education, Values, and Mind: Essays for R.S. Peters. Routledge & K. Paul.score: 120.0
    David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...
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  3. Michael A. Peters (2005). James D. Marshall: Philosopher of Education Interview with Michael A. Peters. Educational Philosophy and Theory 37 (3):291–297.score: 120.0
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  4. Michael A. Peters (2012). Professor Richard Stanley Peters. Educational Philosophy and Theory 44 (3):233-233.score: 120.0
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  5. Wilhelm S. Peters (1968). I. Kants Verhältnis Zu J.H.Lambert. Kant-Studien 59 (1-4):448-453.score: 120.0
  6. Michael Beetz, Oliver Brock, Gordon Cheng & Jan Peters (forthcoming). 09341 Abstracts Collection--Cognition, Control and Learning for Robot Manipulation in Human Environments}. Cognition.score: 120.0
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  7. Debra Jackson, Marie Hutchinson, Bronwyn Everett, Judy Mannix, Kath Peters, Roslyn Weaver & Yenna Salamonson (2011). Struggling for Legitimacy: Nursing Students' Stories of Organisational Aggression, Resilience and Resistance. Nursing Inquiry 18 (2):102-110.score: 120.0
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  8. Michael Beetz, Oliver Brock, Gordon Cheng & Jan Peters (forthcoming). 09341 Summary--Cognition, Control and Learning for Robot Manipulation in Human Environments}. Cognition.score: 120.0
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  9. Jan-Christoph Kattenstroth, Tobias Kalisch, Sören Peters, Martin Tegenthoff & Hubert R. Dinse (2012). Long-Term Sensory Stimulation Therapy Improves Hand Function and Restores Cortical Responsiveness in Patients with Chronic Cerebral Lesions. Three Single Case Studies. Frontiers in Human Neuroscience 6.score: 120.0
    Rehabilitation of sensorimotor impairment resulting from cerebral lesion (CL) utilizes task specific training and massed practice to drive reorganization and sensorimotor improvement due to induction of neuroplasticity mechanisms. Loss of sensory abilities often complicates recovery, and thus the individual’s ability to use the affected body part for functional tasks. Therefore, the development of additional and alternative approaches that supplement, enhance, or even replace conventional training procedures would be advantageous. Repetitive sensory stimulation protocols (rSS) have been shown to evoke sensorimotor improvements (...)
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  10. Michael Peters (2012). Educational Philosophy and Politics: The Selected Works of Michael A. Peters. Routlede.score: 120.0
    Introduction: education, philosophy and politics -- Writing the self: Wittgenstein, confession and pedagogy -- Nietzsche, nihilism and the critique of modernity: post-Nietzschean philosophy of education -- Heidegger, education and modernity -- Truth-telling as an educational practice of the self: Foucault and the ethics of subjectivity -- Neoliberal governmentality: Foucault on the birth of biopolitics -- Lyotard, nihilism and education -- Gilles Deleuze's 'societies of control': from disciplinary pedagogy to perpetual training -- Geophilosophy, education and the pedagogy of the concept - (...)
     
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  11. Philip G. Peters & Thomas A. Lambert (2008). Regulatory Barriers to Consumer Information. In Paul Weirich (ed.), Labeling Genetically Modified Food: The Philosophical and Legal Debate. Oup Usa.score: 120.0
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  12. Jan Peters & Christian Büchel (2011). The Neural Mechanisms of Inter-Temporal Decision-Making: Understanding Variability. Trends in Cognitive Sciences 15 (5):227-239.score: 120.0
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  13. D. W. Lucas (1956). Gerrit Jan Marie Jozef Te Riele: Les Femmes Chez Eschyle. Observations Sur Quelques Passages de Ses Tragédies Où, de Façon Indirecte, les Personnages Feminins Sont Caractérisés Comme Tels. Pp. 87. Groningen: Wolters, 1955. Paper, Fl. 4.90. [REVIEW] The Classical Review 6 (3-4):300-.score: 40.5
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  14. Ian Birchall (2005). on Robert Barcia's La véritable histoire de Lutte Ouvrière, Daniel Bensaïd's Les trotskysmes and Une lente impatience, Christophe Bourseiller's Histoire générale de l'ultra-gauche, Philippe Campinchi's Les lambertistes, Frédéric Charpier's Histoire de l'extrême gauche trotskiste, André Fichaut's Sur le pont, Daniel Gluckstein's & Pierre Lambert's Itinéraires, Michel Lequenne's Le trotskysme: une histoire sans fard, Jean-Jacques Marie's Le trotskysme et les trotskystes, Christophe Nick's Les trotskistes, and Benjamin Stora's La dernière génération d'octobre. Historical Materialism 13 (4):303-330.score: 36.0
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  15. David Carlson (1989). Nigel of Canterbury, Miracles of the Virgin Mary, in Verse/Miracula Sancte Dei Genitricis Virginis Marie, Versifice, Ed. Jan Ziolkowski.(Toronto Medieval Latin Texts, 17.) Toronto: Pontifical Institute of Mediaeval Studies, for the Centre for Medieval Studies, 1986. Paper. Pp. 101. $4.75. [REVIEW] Speculum 64 (2):475-477.score: 36.0
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  16. Katherine Dunlop (2009). Why Euclid's Geometry Brooked No Doubt: J. H. Lambert on Certainty and the Existence of Models. Synthese 167 (1):33 - 65.score: 18.0
    J. H. Lambert proved important results of what we now think of as non-Euclidean geometries, and gave examples of surfaces satisfying their theorems. I use his philosophical views to explain why he did not think the certainty of Euclidean geometry was threatened by the development of what we regard as alternatives to it. Lambert holds that theories other than Euclid’s fall prey to skeptical doubt. So despite their satisfiability, for him these theories are not equal to Euclid’s in (...)
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  17. Helen E. Lees (2013). Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions. Ethics and Education 7 (3):291 - 302.score: 18.0
    (2012). Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  18. Yves Krumenacker (2010). Marie Durand, une héroïne protestante ? Clio 2:79-98.score: 18.0
    Marie Durand n’est pas très connue en dehors du monde protestant. Elle a passé 38 ans emprisonnée dans la Tour de Constance à Aigues-Mortes parce que son frère était un pasteur clandestin du xviiie siècle. Elle est surtout connue depuis le livre de Benoît en 1884. Mais c’est au début du xxe siècle qu’elle devient une personnification de la résistance pacifique au nom des droits de la conscience et de la tolérance et qu'elle accède à un statut d'héroïne. Cela (...)
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  19. Michel Pinault (2006). Marie Curie, une intellectuelle engagée ? Clio 2:211-229.score: 18.0
    Marie Curie, une intellectuelle engagée ? Comment Marie Curie qui est connue pour avoir été une personnalité publique marquante de son temps avant de passer au rang de mythe, considéra-t-elle les questions de la responsabilité sociale des intellectuels ? D’un côté, elle renonce - après examen - à toutes les formes d’engagement collectif et partisan y compris pour des causes qui lui sont chères - le progrès social, la paix, les droits des femmes, l’abolition de la peine de (...)
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  20. William Tronzo (2013). Marie Tanner, Jerusalem on the Hill: Rome and the Vision of Saint Peter's Basilica in the Renaissance. (Studies in Medieval and Early Renaissance Art History 60.) London: Harvey Miller Publishers; Turnhout: Brepols, 2010. Pp. 288; 113 Black-and-White and 59 Color Figures. ISBN: 9781905375493. [REVIEW] Speculum 88 (3):856-857.score: 18.0
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  21. Joel T. Rosenthal (2011). Marie-Françoise Alamichel, Widows in Anglo-Saxon and Medieval Britain. Oxford: Peter Lang, 2008. Paper. Pp. 357; Tables. $78.95. [REVIEW] Speculum 86 (3):717-718.score: 18.0
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  22. Tovi Bibring (2010). Scènes érotiques, écriture courtoise. La symbolique naturelle dansles Lais de Marie de France. Clio 1:185-196.score: 18.0
    Les Lais de Marie de France présentent un jeu subtil entre l’impossibilité de décrire l’acte charnel et l’utilisation d’un langage travaillé qui y fait allusion suivant les codes de la courtoisie. S’allonger l’un près de l’autre dans un lit, rire, jouer et parler, le pinceau de Marie de France n’ira pas plus loin. Mais l’intensité du désir sexuel sera dénotée par d’autres éléments symboliques appartenant au monde naturel (arbres, plantes, oiseaux). Les amants, captifs d’amours interdites et abandonnés à (...)
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  23. Michael T. Clanchy (2009). Peter Abelard, Letters of Peter Abelard, Beyond the Personal, Trans. Jan M. Ziolkowski.(Medieval Texts in Translation.) Washington, DC: Catholic University of America Press, 2008. Paper. Pp. Lii, 232; 1 Map. $29.95. [REVIEW] Speculum 84 (3):662-663.score: 18.0
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  24. J. A. Davison (1964). Jan Peter Locher: Untersuchungen Zu ερ ς hauptsächlich bei Homer. (Bern diss.) Pp. x + 82. Bern: privately printed, 1963. Paper. [REVIEW] The Classical Review 14 (03):349-350.score: 18.0
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  25. Fernando Ferreira (1995). Review: Peter Clote, Jan Krajicek, Arithmetic, Proof Theory, and Computational Complexity. [REVIEW] Journal of Symbolic Logic 60 (3):1014-1017.score: 18.0
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  26. Joris Geldhof (2011). Review: Todd Townshend, The Sacramentality of Preaching. Homiletical Uses of Louis-Marie Chauvet's Theology of Sacramentality (New York Etc.: Peter Lang, 2009). [REVIEW] Bijdragen: Tijdschrift Voor Filosofie En Theologie 72.score: 18.0
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  27. Isabelle Krier (2009). Souvenirs sceptiques de Marie de Gournay dans l'« Égalité des hommes et des femmes ». Clio 1:243-257.score: 18.0
    Cet article étudie l’influence du scepticisme de Montaigne dans l’« Égalité des hommes et des femmes » de Marie de Gournay. Plusieurs points communs entre ces deux auteurs sont analysés : le dépassement du dualisme des sexes dans le cadre d’une critique de l’idée de nature comme hiérarchie ; la condamnation de la présomption de la raison ; un relativisme des sexes, qui contribue à souligner l’iniquité de la domination masculine en Occident.
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  28. Jérôme Melançon (2013). Jan Patočka's Sacrifice: Philosophy as Dissent. Continental Philosophy Review 46 (4):577-602.score: 18.0
    This article attempts to bring together the life, situation, and philosophical work of the Czech phenomenologist Jan Patočka in order to present his conception of philosophy and sacrifice and to understand his action of dissent and his own sacrifice as spokesman for Charter 77 in light of these concepts. Patočka philosophized despite being barred from teaching under the German occupation and under the communist regime, even after he was forced to retire and banned from publication. He also refused the official (...)
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  29. Wolfgang Pietsch (2011). Pt. 1: General Reflections. Thomas Kuhn and Interdisciplinary Conversation : Why Historians and Philosophers of Science Stopped Talking to One Another / Jan Golinski ; The History and Philosophy of Science History / David Marshall Miller ; What in Truth Divides Historians and Philosophers of Science? / Kenneth L. Caneva ; History and Philosophy of Science : Thirty-Five Years Later / Ronald N. Giere ; Philosophy of Science and its Historical Reconstruction / Peter Dear ; The Underdetermination Debate : How Lack of History Leads to Bad Philosophy. [REVIEW] In Seymour H. Mauskopf & Tad M. Schmaltz (eds.), Integrating History and Philosophy of Science: Problems and Prospects. Springer Verlag.score: 18.0
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  30. Kathryn A. Smith (2006). Marie-Dominique Gauthier-Walter, L'histoire de Joseph: Les fondements d'une iconographie et son développement dans l'art monumental français du XIIIe siècle. Bern: Peter Lang, 2003. Paper. Pp. xxiv, 622; 193 black-and-white figures, schemas, and tables. $62.95. [REVIEW] Speculum 81 (2):515-516.score: 18.0
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  31. Trevor G. Elkington (2004). Between Order and Chaos, on Peter Greenaway's Postmodern/Poststructuralist Cinema , Edited by Paula Willoquet-Maricondi and Mary Alemany-Galway. Film-Philosophy 8 (1).score: 16.0
    _Peter Greenaway's Postmodern/Poststructuralist Cinema_ Edited by Paula Willoquet-Maricondi and Mary Alemany-Galway Lanham, MD: The Scarecrow Press, 2001 ISBN 0-8108-3892-3 xxviii + 360 pp.
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  32. Jan Zygmunt (1981). The Logical Investigations of Jan Kalicki. History and Philosophy of Logic 2 (1-2):41-53.score: 15.0
    This paper describes the work of the Polish logician Jan Kalicki (1922?1953). After a biographical introduction, his work on logical matrices and equational logic is appraised. A bibliography of his papers and reviews is also included.
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  33. Laurent Clauzade (2012). La théorie cérébrale d'un naturaliste spiritualiste, Henri-Marie Ducrotay de Blainville. Revue d'Histoire des Sciences 2:237-257.score: 15.0
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  34. Paola Basso (2006). Un inedito dialogo giovanile di Johann Heinrich Lambert (1728-1777). Rivista di Storia Della Filosofia:1-16.score: 15.0
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  35. Jan Peter Beckmann, Thomas Keutner, Roman Oeffner & Hajo Schmidt (eds.) (2005). Wissen Und Verantwortung: Festschrift für Jan P. Beckmann. Alber.score: 15.0
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  36. Jan Peter Beckmann, Thomas Keutner, Roman Oeffner & Hajo Schmidt (eds.) (2005). Wissen Und Verantwortung: Festschrift für Jan P. Alber.score: 15.0
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  37. Jan Chromý & Eva Lehečková (eds.) (2007). Rozhovory s Českými Lingvisty. Dauphin.score: 15.0
    1. Prof. PhDr. František Daneš, DrSc. ; Prof. PhDr. Eva Hajičová, DrSc. ; PhDr. Pavel Jančák, CSc. ; Prof PhDr. Miroslav Komárek, DrSc. ; Doc. PhDr. Iva Nebeská, CSc. ; Prof. PhDr. Bohumil Palek, DrSc. ; PhDr Jaromír Povejšil, CSc. ; PhDr. Marie Těšitelová, DrSc. ; Prof. PhDr. Oldřich Uličný, DrSc. ; Prof. PhDr. Radoslav Večerka, DrSc. -- 2. Jan Balhar, Zoe Hauptová, Milan Jelínek, Jan Kořenský, Jiří Kraus, Jaroslav Kuchař, Zdena Palková, Petr Sgall, Dušan Šlosar, Ludmila Uhlířová.
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  38. Peter Howlett & Mary S. Morgan (eds.) (2010). How Well Do Facts Travel?: The Dissemination of Reliable Knowledge. Cambridge University Press.score: 13.0
    Machine generated contents note: 1. Travelling facts Mary S. Morgan; Part I. Matters of Fact: 2. Facts and building artefacts: what travels in material objects? Simona Valeriani; 3. A journey through times and cultures? Ancient Greek forms in American 19th century architecture: an archaeological view Lambert Schneider; 4. Manning's N: putting roughness to work Sarah J. Whatmore and Catharina Landström; 5. My facts are better than your facts: spreading good news about global warming Naomi Oreskes; 6. Real problems with (...)
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  39. W. Norton, Michael P. Brown, Paul Cloke, Jo Little, Verena Andermatt Conley, Irene Diamond, Peter Dickens, Roger Gottlieb, Olavi Grano & Anssi Paasi (1999). Adams, Guy and Balfour, Danny (1998) Unmasking Administrative Evil, Thousand Oaks: Sage. Allen, Beverly and Russo, Mary (1997) Revisioning Italy: National Identity and Global Culture, Minneapolis: University of Minnesota Press. Bowler, Peter (1992) The Norton History of the Environmental Sciences, New York: W. [REVIEW] Ethics, Place and Environment 2 (1).score: 13.0
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  40. Michael S. Katz (2009). R. S. Peters' Normative Conception of Education and Educational Aims. Journal of Philosophy of Education 43 (1):97-108.score: 12.0
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how (...)' analysis might be used to reinvigorate a conversation on one central educational aim—that of how we might educate citizens for the 21st century. (shrink)
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  41. John White (2009). Why General Education? Peters, Hirst and History. Journal of Philosophy of Education 43 (1):123-141.score: 12.0
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical (...)
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  42. Cees M. P. M. Hertogh, Marike E. de Boer, Rose-Marie Dröes & Jan A. Eefsting (2007). Would We Rather Lose Our Life Than Lose Our Self? Lessons From the Dutch Debate on Euthanasia for Patients with Dementia. American Journal of Bioethics 7 (4):48 – 56.score: 12.0
    This article reviews the Dutch societal debate on euthanasia/assisted suicide in dementia cases, specifically Alzheimer's disease. It discusses the ethical and practical dilemmas created by euthanasia requests in advance directives and the related inconsistencies in the Dutch legal regulations regarding euthanasia/assisted suicide. After an initial focus on euthanasia in advanced dementia, the actual debate concentrates on making euthanasia/assisted suicide possible in the very early stages of dementia. A review of the few known cases of assisted suicide of people with so-called (...)
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  43. Graham Haydon (2009). Reason and Virtues: The Paradox of R. S. Peters on Moral Education. Journal of Philosophy of Education 43 (1):173-188.score: 12.0
    This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of moral education’—roughly, that (...)
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  44. Robin Barrow (2009). Was Peters Nearly Right About Education? Journal of Philosophy of Education 43 (1):9-25.score: 12.0
    Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to philosophy of education between which one needs (...)
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  45. Phil Hutchinson & Rupert Read (2006). An Elucidatory Interpretation of Wittgenstein's Tractatus: A Critique of Daniel D. Hutto's and Marie McGinn's Reading of Tractatus 6.54. International Journal of Philosophical Studies 14 (1):1 – 29.score: 12.0
    Much has been written on the relative merits of different readings of Wittgenstein's Tractatus Logico-Philosophicus. The recent renewal of the debate has almost exclusively been concerned with variants of the ineffabilist (metaphysical) reading of TL-P - notable such readings have been advanced by Elizabeth Anscombe, P. M. S. Hacker and H. O. Mounce - and the recently advanced variants of therapeutic (resolute) readings - notable advocates of which are James Conant, Cora Diamond, Juliet Floyd and Michael Kremer. During this debate, (...)
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  46. Duncan MacIntosh (2007). Who Owns Me: Me Or My Mother? How To Escape Okin's Problem For Nozick's And Narveson's Theory Of Entitlement. In Malcolm Murray (ed.), Liberty, Games And Contracts: Jan Narveson And The Defense Of Libertarianism. Ashgate.score: 12.0
    Susan Okin read Robert Nozick as taking it to be fundamental to his Libertarianism that people own themselves, and that they can acquire entitlement to other things by making them. But she thinks that, since mothers make people, all people must then be owned by their mothers, a consequence Okin finds absurd. She sees no way for Nozick to make a principled exception to the idea that people own what they make when what they make is people, concluding that Nozick’s (...)
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  47. Kelvin Stewart Beckett (2011). R.S. Peters and the Concept of Education. Educational Theory 61 (3):239-255.score: 12.0
    In this essay Kelvin Beckett argues that Richard Peters's major work on education, Ethics and Education, belongs on a short list of important texts we can all share. He argues this not because of the place it has in the history of philosophy of education, as important as that is, but because of the contribution it can still make to the future of the discipline. The limitations of Peters's analysis of the concept of education in his chapter on (...)
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  48. Krassimir Stojanov (2009). Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth. Journal of Philosophy of Education 43 (s1):161-172.score: 12.0
    The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions and beliefs (...)
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  49. Kent Den Heyer (ed.) (2010). Thinking Education Through Alain Badiou. Wiley-Blackwell.score: 12.0
    Machine generated contents note: Notes on Contributors. -- Foreword (Michael A. Peters). -- Introduction: Alain Badiou: 'Becoming subject' to education (Kent den Heyer). -- 1. Badiou, Pedagogy and the Arts (Thomas E. Peterson). -- 2. Badiou's Challenge to Art and its Education: Or, 'art cannot be taught--it can however educate!' (Jan Jagodzinski). -- 3. Alain Badiou, Jacques Lacan and the Ethics of Teaching (Peter M. Taubman). -- 4. Reconceptualizing Professional Development for Curriculum Leadership: Inspired by John Dewey and informed (...)
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  50. M. A. B. Degenhardt (2009). Richard Peters and Valuing Authenticity. Journal of Philosophy of Education 43 (1):209-222.score: 12.0
    Richard Peters has been praised for the authenticity of his philosophy, and inquiry into aspects of the development of his philosophy reveals a profound authenticity. Yet authenticity is something he seems not to favour. The apparent paradox is resolved by observing historical changes in the understanding of authenticity as an important value. Possibilities are noted for further explorations as to how to understand and value it as an educational ideal.
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