Search results for 'John F. Wilson' (try it on Scholar)

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  1. Michael R. Prieur, Joan Atkinson, Laurie Hardingham, David Hill, Gillian Kernaghan, Debra Miller, Sandy Morton, Mary Rowell, John F. Vallely & Suzanne Wilson (2006). Stem Cell Research in a Catholic Institution: Yes or No? Kennedy Institute of Ethics Journal 16 (1):73-98.score: 900.0
    : Catholic teaching has no moral difficulties with research on stem cells derived from adult stem cells or fetal cord blood. The ethical problem comes with embryonic stem cells since their genesis involves the destruction of a human embryo. However, there seems to be significant promise of health benefits from such research. Although Catholic teaching does not permit any destruction of human embryos, the question remains whether researchers in a Catholic institution, or any researchers opposed to destruction of human embryos, (...)
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  2. John F. Wilson (1984). The Politics of Moderation: An Interpretation of Plato's Republic. University Press of America.score: 870.0
  3. A. C. F. Beales, R. F. Dearden, W. B. Inglis, R. R. Dale, Gordon R. Cross, John Hayes, S. Leslie Hunter, Robert J. Hoare, M. F. Cleugh, T. Desmond Morrow, Dorothy A. Wakeford, W. H. Burston, P. H. J. H. Gosden, Evelyn E. Cowie, Kartick C. Mukherjee, J. M. Wilson, H. C. Barnard & David Johnston (1968). Short Notices. British Journal of Educational Studies 16 (1):98-112.score: 810.0
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  4. John Wilson (1958). Language and Christian Belief. New York, St. Martin's Press.score: 480.0
    John Wilson. some concerns of his, and from that time up to the present period, he has continued his attention to those concerns, as he says, not in a professional but perfectly gratuitous, and without any emolument. It came to this gentleman's ...
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  5. Craig A. Cunningham David Granger Jane Fowler Morse Barbara Stengel Terri Wilson (2007). Dewey, Women, and Weirdoes: Or, the Potential Rewards for Scholars Who Dialogue Across Difference. Education and Culture 23 (2):pp. 27-62.score: 450.0
    This symposium provides five case studies of the ways that John Dewey's philosophy and practice were influenced by women or "weirdoes" (our choices include F. M. Alexander, Albert Barnes, Helen Bradford Thompson, Elsie Ripley Clapp, and Jane Addams) and presents some conclusions about the value of dialoging across difference for philosophers and other scholars.
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  6. John Wilson (1972). A Comment on the Article ' Wilson on the Justification of Punishment' by Mark Fisher and Grenville Wall inJournal of Moral Education,Vol 1, No 3, P 203. [REVIEW] Journal of Moral Education 1 (3):245-246.score: 420.0
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  7. John Wilson (1983). A Reply to John Sealey. Journal of Philosophy of Education 17 (2):255–258.score: 420.0
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  8. Daniel J. Wilson (1990). Science, Community, and the Transformation of American Philosophy, 1860-1930. University of Chicago Press.score: 300.0
    In the first book-length study of American philosophy at the turn of the century, Daniel J. Wilson traces the formation of philosophy as an academic discipline. Wilson shows how the rise of the natural and physical sciences at the end of the nineteenth century precipitated a "crisis of confidence" among philosophers as to the role of their discipline. Deftly tracing the ways in which philosophers sought to incorporate scientific values and methods into their outlook and to redefine philosophy (...)
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  9. Carl F. Craver & Robert A. Wilson (2006). Realization. In P. Thagard (ed.), Handbook of the Philosophy of Psychology and Cognitive Science. Elsevier.score: 280.0
    For the greater part of the last 50 years, it has been common for philosophers of mind and cognitive scientists to invoke the notion of realization in discussing the relationship between the mind and the brain. In traditional philosophy of mind, mental states are said to be realized, instantiated, or implemented in brain states. Artificial intelligence is sometimes described as the attempt either to model or to actually construct systems that realize some of the same psychological abilities that we and (...)
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  10. John R. Fanchi & Weldon J. Wilson (1983). Relativistic Many-Body Systems: Evolution-Parameter Formalism. [REVIEW] Foundations of Physics 13 (6):571-605.score: 280.0
    The complexity of the field theoretic methods used for analyzing relativistic bound state problems has forced researchers to look for simpler computational methods. Simpler methods such as the relativistic harmonic oscillator method employed in the description of extended hadrons have been investigated. They are considered phenomenological, however, because they lack a theoretical basis. A probabilistic basis for these methods is presented here in terms of the four-space formulation of relativistic quantum mechanics (FSF). The single-particle FSF is reviewed and its physical (...)
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  11. John H. Tingle, Jo Wilson, John D. Blum, Suzie Linden-Laufer & John Hodgson (1995). Nursing Practice an the Law. Health Care Analysis 3 (1):44-51.score: 280.0
    This brief tour of American law has demonstrated a little of the breadth and currency of legal liability actions which affect nursing. As health care changes and nursing roles change with it, so too will the nature of liability in this area. The American penchant for litigation is such that the chances of disentangling nurses from the continued onslaught of negligence litigation seem remote.
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  12. John C. Hall, John Wilson & Ronald Atkinson (1967). Logic and Sexual Morality.Sexual Morality. Philosophical Quarterly 17 (67):185.score: 280.0
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  13. G. A. Fielding, F. Mok, C. Wilson, C. W. Imrie & Dc Carter (forthcoming). Dna Polymerase Delta: A Second Eukaryotic Dna Replicase. Bioessays.score: 280.0
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  14. F. Botting & S. Wilson (1998). By Accident: The Tarantinian Ethics. Theory, Culture and Society 15 (2):89-113.score: 280.0
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  15. John R. Hinnells (1973). P. Ramsey and John F. Wilson, Editors. The Study of Religion in Colleges and Universities. Pp. Ix + 353. (Princeton University Press, 1970.) $10.00.U. Bianchi and C. J. Bleeker and A. Bausani, Editors. Problems and Methods of the History of Religions. Pp. X + 122. (E. J. Brill, Leiden, 1972.) 38 Glds. [REVIEW] Religious Studies 9 (3):371.score: 279.0
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  16. C. M. (1956). The Theory of Judgment in the Philosophies of F. H. Bradley and John Cook Wilson. Review of Metaphysics 10 (1):172-172.score: 261.0
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  17. R. John Ellis (1990). Putting Proteins in Their Places. Protein Targeting: Proceedings of the Eighth John Innes Symposium. Journal of Cell Science Supplement 11 (1989). Edited by K. F. Chater, N. J. Brewin, R. Casey, K. Roberts, T. M. A. Wilson and R. B. Flavell. The Company of Biologists Ltd, Cambridge. Pp. 253. US$65.00. [REVIEW] Bioessays 12 (6):307-307.score: 252.0
  18. John Wilson (1995). Love Between Equals: A Philosophical Study of Love and Sexual Relationships. St. Martin's Press.score: 240.0
    Everyone loves something or somebody, and most people are concerned with loving another person like themselves, all equal. This book is based on the belief that getting clear about the concept and meaning of love between equals is essential for success in our practical lives. For how can we love properly unless we have a fairly clear idea of what love is? The book is written in ordinary language and for the ordinary person, without jargon or philosophical technicalities. It aims (...)
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  19. John Wilson (1991). Does Equality (of Opportunity) Make Sense in Education? Journal of Philosophy of Education 25 (1):27–32.score: 240.0
  20. Amanda Barnier, John Sutton, Celia Harris & Robert A. Wilson (2008). A Conceptual and Empirical Framework for the Social Distribution of Cognition: The Case of Memory. Cognitive Systems Research 9 (1):33-51.score: 240.0
  21. John Wilson (2003). The Concept of Education Revisited. Journal of Philosophy of Education 37 (1):101–108.score: 240.0
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  22. John Wilson (1989). Can One Promise to Love Another? Philosophy 64 (250):557 - 563.score: 240.0
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  23. Jessica M. Wilson (2002). Review of John Perry's Knowledge, Possibility, and Consciousness. [REVIEW] Philosophical Review 111:598-601.score: 240.0
    Perry, in this lucid, deep, and entertaining book (based on his 1999 Jean Nicod lectures), supposes that type-identity physicalism is antecedently plausible, and that rejecting this thesis requires good reason (this is.
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  24. John Wilson (1963). Thinking with Concepts. Cambridge, University Press.score: 240.0
    This is a book to be worked through, in a sense a text-book.
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  25. Mark Wilson (1989). Critical Notice: John Earman's a Primer on Determinism. Philosophy of Science 56 (3):502-532.score: 240.0
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  26. Fred F. Wilson (1975). Marras on Sellars on Thought and Language. Philosophical Studies 28 (August):91-102.score: 240.0
  27. David L. Kemmerer, Kenneth Aizawa, Donald H. Berman, Stacey L. Edgar, James E. Tomberlin, J. Christopher Maloney, John L. Bell, Stuart C. Shapiro, Georges Rey, Morton L. Schagrin, Robert A. Wilson & Patrick J. Hayes (1995). Book Reviews. [REVIEW] Minds and Machines 5 (3):411-465.score: 240.0
  28. John Wilson (1988). Why Forgiveness Requires Repentance. Philosophy 63 (246):534 - 535.score: 240.0
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  29. F. Wilson (2001). Galileo's Lunar Observations: Do They Imply the Rejection of Traditional Lunar Theory? Studies in History and Philosophy of Science Part A 32 (3):557-570.score: 240.0
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  30. John Wilson (2001). Shame, Guilt and Moral Education. Journal of Moral Education 30 (1):71-81.score: 240.0
    The concepts marked by "shame" and "guilt" are analysed briefly, and their merits and demerits as types of moral motivation reviewed. Both concepts appear as inexpellable from human life, although different cultures may weigh them differently and give them different contents. Each has certain advantages and disadvantages, but both may be paralysing rather than morally constructive. Various alternative motivations are considered, including fear and desire; and the conclusion is reached that the moral educator's prime task is to introduce children to (...)
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  31. John Wilson (1981). Concepts, Contestability and the Philosophy of Education. Journal of Philosophy of Education 15 (1):3–15.score: 240.0
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  32. John R. Wilson (forthcoming). Source Data Verification in Clinical Trials Involving the Temporarily Incapacitated Subject: Is There a Missing Link in the Notion of Proxy Consent? Irb.score: 240.0
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  33. John Wilson (1979). Preface to the Philosophy of Education. Routledge & Kegan Paul.score: 240.0
    Introduction Philosophy and education 'Philosophy of education' is a name for nothing clear; but despite this there seem already to be two bodies of opinion ...
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  34. John Wilson (1998). Seriousness and the Foundations of Education. Educational Theory 48 (2):143-153.score: 240.0
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  35. Alan Doig & John Wilson (1998). The Effectiveness of Codes of Conduct. Business Ethics 7 (3):140–149.score: 240.0
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  36. John Grimes, Robin Rinehart, Hillary Rodrigues, John M. Koller, Elaine Craddock, Ludo Rocher, Will Sweetman, Boyd H. Wilson, Edward C. Dimock, Thomas Forsthoefel, Hal W. French, Timothy C. Cahill, William J. Jackson, John Powers, Frederick M. Smith, Gavin Flood, Lelah Dushkin, Sheila McDonough, Frank J. Hoffman, Karni Pal Bhati, Anne E. Monius, Fred Dallmayr, Marcia Hermansen, Joseph A. Bracken, Carl Olson, William P. Harman, Donatella Rossi, Anna B. Bigelow & Jeffrey J. Kripal (1998). Book Reviews and Notices. [REVIEW] International Journal of Hindu Studies 2 (2):267-310.score: 240.0
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  37. Carol A. Wilson, James F. Alexander & Charles W. Turner (1996). Family Therapy Process and Outcome Research: Relationship to Treatment Ethics. Ethics and Behavior 6 (4):345 – 352.score: 240.0
    We know from the research literature that psychotherapy is effective, but we also know that hundreds of diverse therapies are being practiced that have not been subjected to scientific scrutiny; thus, in some circumstances iatrogenic effects do occur. Therefore, it is crucial that we recognize and implement therapeutic interventions that are evidence based rather than succumb to ethical dilemma, frustration, and complacency. Recommendations for family therapists are discussed, including the need to (a) keep abreast of research findings, (b) translate research (...)
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  38. Fred Wilson, John Stuart Mill. Stanford Encyclopedia of Philosophy.score: 240.0
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  39. John Wilson (1996). First Steps in Moral Education. Journal of Moral Education 25 (1):85-91.score: 240.0
    Abstract Moral education has to be taken as ?education in morality?: that is, in a particular form of thought and life which has its own procedures of reason. We have to establish what these are, what equipment the morally educated person logically requires and, from that, how to assess such equipment and how to generate practical methods that enhance it. The main features of this are not difficult to understand: what stands in our way is certain kinds of psychological resistance (...)
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  40. John G. Wilson (2014). Sartre and Cyber-Dissidence: The Groupe En Fusion and the Putative We-Subject. Sartre Studies International 20 (1):17-35.score: 240.0
    Recently, social-media tools have been widely credited with igniting pervasive social upheavals in the Middle East, some of which brought down governments. This article explores the putative structure of such gatherings and considers new developments in what such collectives might be from a Sartrean perspective, in particular as mediated by the arrival of social media. A Sartrean perspective on the still indefinite composition of media collectives is offered under Sartre's concept of the groupe en fusion , yet still open to (...)
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  41. John Wilson (1986). The Teaching Profession: A Case of Self-Mutilation. Journal of Philosophy of Education 20 (2):245–250.score: 240.0
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  42. John R. Wilson (2003). Support of Opportunities for Shopfloor Involvement Through Information and Communication Technologies. AI and Society 17 (2):114-133.score: 240.0
    More companies are understanding the benefits of designing work to enhance, rather than minimise, the contributions of their employees within human-centred systems. To do this, they require their supportive subsystems (such as training, job, and team design, performance measurement and information) to provide people with the ability, motivation and opportunity to become increasingly involved. Opportunity for involvement will require different communication interfaces, providing data and background information both personally and at the work site or process. In the past few years, (...)
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  43. Samuel M. Natale, John B. Wilson & Brian Rothschild (1995). Cross-Cultural Ethics: An Educator's Profile. Journal of Value Inquiry 29 (3):399-404.score: 240.0
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  44. John Wilson (1968). Happiness. Analysis 29 (1):13 - 21.score: 240.0
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  45. John R. S. Wilson (1978). In One Another's Power. Ethics 88 (4):299-315.score: 240.0
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  46. John R. Wilson (1981). Kairos as 'Profit'. Classical Quarterly 31 (02):418-.score: 240.0
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  47. John Wilson (1979). Moral Education: Retrospect and Prospect. Journal of Moral Education 9 (1):3-9.score: 240.0
    Abstract Progress in moral education depends chiefly on the rejection of fantasy. The philosophical basis must be understood: it involves (a) a non?partisan approach, and (b) grasp of moral methodology??we are to show pupils how to get the right answers. Research and development require a linear structure, beginning with (and controlled by) conceptual enquiry, then involving psychology and social science, and finally issuing in practical development. Moral education periods are needed in the school timetable. Education in morality must be distinguished (...)
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  48. John Wilson (1987). Making Subjects Interesting. Journal of Philosophy of Education 21 (2):215–223.score: 240.0
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  49. John Wilson (1989). Philosophical Issues in Moral Education and Development. Journal of Philosophy of Education 23 (1):129–133.score: 240.0
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  50. John Wilson (1998). Two Aspects of Morality. Journal of Moral Education 27 (1):35-46.score: 240.0
    Abstract Two aspects or aims of morality are distinguished: (1) the need to avoid trouble and ensure appropriate behaviour, and (2) forms of life which involve sharing, and hence require certain basic dispositions as well as behaviour?patterns. It is argued that (1) may, in principle, be achieved by various external agencies, not only by internalised guilt, shame and a sense of duty. ?Will?power?, and the whole notion of moral struggle, may in one sense be otiose or replaceable. Besides (1) efficient (...)
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