Search results for 'Karen S. Lewis' (try it on Scholar)

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Profile: Karen S. Lewis (Barnard College)
  1. Karen S. Lewis (2012). Discourse Dynamics, Pragmatics, and Indefinites. Philosophical Studies 158 (2):313-342.score: 1770.0
    Discourse dynamics, pragmatics, and indefinites Content Type Journal Article Pages 1-30 DOI 10.1007/s11098-012-9882-y Authors Karen S. Lewis, Department of Philosophy, University of Southern California, Los Angeles, CA, USA Journal Philosophical Studies Online ISSN 1573-0883 Print ISSN 0031-8116.
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  2. Karen S. Lewis (2013). Speaker's Reference and Anaphoric Pronouns. Philosophical Perspectives 27 (1):404-437.score: 1500.0
  3. B. R. S. (1978). C. I. Lewis's Theory of Meaning and Theory of Value. Review of Metaphysics 32 (1):158-158.score: 1260.0
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  4. Frank Jackson, Graham Priest & David Lewis (2004). How Many Lives Has Schrodinger's Cat? The Estate of David Kellogg Lewis. Thanks for Valuable Comments Are Due to David Albert, DM Armstrong, Phillip Bricker, Jeremy Butterfield, David Chalmers, John Collins, Adam Elga, Alan Hajek, Richard Hanley, Rae Langton, Peter Lewis, Stephanie Lewis, Barry Loewer, Jonathan Schaffer, Bas van Fraassen, Steven Weinstein, and Sam Wheeler. Australasian Journal of Philosophy 82 (1):3-22.score: 1260.0
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  5. William S. Lewis (2007). “Editorial Introduction to Louis Althusser’s ‘Letter to the Central Committee of the PCF, 18 March, 1966’.”. Historical Materialism 15 (2):20.score: 600.0
    As an accompaniment to the translation into English of Louis Althusser's 'Letter to the Central Committee of the PCF, March 18th, 1966', this note provides the historical and theoretical context necessary to understand Althusser's 'anti-humanist' interventions into French Communist Party policy decisions during the mid-1960s. Because nowhere else in Althusser's published writings do we see as clearly the political stakes involved in his philosophical project, nor the way in which this project evolved from a 'theoreticist' pursuit into a more practical (...)
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  6. Bruce R. Lewis, Jonathan E. Duchac & S. Douglas Beets (2011). An Academic Publisher's Response to Plagiarism. Journal of Business Ethics 102 (3):489-506.score: 600.0
    Plagiarism strikes at the heart of academe, eroding the fundamental value of academic research. Recent evidence suggests that acts of plagiarism and awareness of these acts are on the rise in academia. To address this issue, a vein of research has emerged in recent years exploring plagiarism as an area of academic inquiry. In this new academic subject, case studies and analysis have been one of the most influential methodologies employed. Case studies provide a venue where acts of plagiarism can (...)
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  7. Paul Lewis, Walter Gulick & Mark T. Mitchell (2007). A Brief Symposium on Mark Mitchell's Michael Polanyi. Tradition and Discovery 34 (2):30-38.score: 600.0
    Paul Lewis and Walter Gulick summarize and evaluate Mark Micthell’s new book, Michael Polanyi: The Art of Knowing, and Mitchell responds to their comments in this symposium article.
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  8. Bruce R. Lewis, Jonathan E. Duchac & S. Douglas Beets (2011). An Academic Publisher's Response to Plagiarism. Journal of Business Ethics 102 (3):489 - 506.score: 600.0
    Plagiarism strikes at the heart of academe, eroding the fundamental value of academic research. Recent evidence suggests that acts of plagiarism and awareness of these acts are on the rise in academia. To address this issue, a vein of research has emerged in recent yean exploring plagiarism as an area of academic inquiry. In this new academic subject, case studies and analysis have been one of the most influential methodologies employed. Case studies provide a venue where acts of plagiarism can (...)
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  9. Paul Cartledge, W. M. Calder Iii, R. S. Smith, J. Vaio & George Cornewall Lewis (2003). Teaching the English Wissenschaft. The Letters of Sir George Cornewall Lewis to Karl Otfried MüllerTeaching the English Wissenschaft. The Letters of Sir George Cornewall Lewis to Karl Otfried Muller. Journal of Hellenic Studies 123:262.score: 540.0
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  10. P. S. Lewis (1992). The Chancellor's Two Bodies: Note on a Miniature in BNP Lat. 4915. Journal of the Warburg and Courtauld Institutes 55:263-265.score: 540.0
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  11. Wililam S. Lewis (2001). Harry Smith's Filmwork and the Possibility of a Universal Symbology. American Journal of Semiotics 17 (3):217-232.score: 540.0
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  12. C. S. Lewis (1991). Lewis Explains His Reasons for Distrusting the so-Called. The Chesterton Review 17 (3/4):541-542.score: 540.0
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  13. C. S. Lewis (2002). Tolkien's. The Chesterton Review 28 (1/2):73-77.score: 540.0
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  14. Michael S. Berliner, Andrew Bernstein, Jeff Britting, Dina Garmong, Onkar Ghate, John Lewis, Scott McConnell, Shoshana Milgram, Richard E. Ralston, John Ridpath, Tara Smith & Jena Trammell (2004). Essays on Ayn Rand's We the Living. Lexington Books.score: 540.0
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  15. James S. Clark, Chris Fastie, George Hurtt, Stephen T. Jackson, Carter Johnson, George A. King, Mark Lewis, Jason Lynch, Stephen Pacala & Colin Prentice (1998). Reid's Paradox of Rapid Plant Migration Dispersal Theory and Interpretation of Paleoecological Records. BioScience 48 (1):13-24.score: 540.0
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  16. C. S. Lewis (1991). Letter From Lewis to Mr and Mrs Sheldon Vanauken. The Chesterton Review 17 (3/4):538-539.score: 540.0
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  17. C. S. Lewis (1944). The Problem of Pain. New York: Macmillan.score: 520.0
    C. S. Lewis sets out to disentangle this knotty issue but wisely adds that in the end no intellectual solution can dispense with the necessity for patience and ...
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  18. C. S. Lewis (1947/2001). The Abolition of Man, or, Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools. Harpersanfrancisco.score: 520.0
    C. S. Lewis sets out to persuade his audience of the importance and relevance of universal values such as courage and honor in contemporary society.
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  19. C. S. Lewis (1947). The Abolition of Man. New York, the Macmillan Company.score: 520.0
    C. S. Lewis sets out to persuade his audience of the importance and relevance of universal values such as courage and honor in contemporary society.
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  20. C. S. Lewis (1946/2001). The Great Divorce: A Dream. Harpersanfrancisco.score: 520.0
    C. S. Lewis takes us on a profound journey through both heaven and hell in this engaging allegorical tale. Using his extraordinary descriptive powers, Lewis introduces us to supernatural beings who will change the way we think about good and evil.
     
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  21. Jeremy I. M. Carpendale & Charlie Lewis (2004). Constructing an Understanding of Mind: The Development of Children's Social Understanding Within Social Interaction. Behavioral and Brain Sciences 27 (1):79-96.score: 420.0
    Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about (...)
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  22. Frank A. Lewis (2011). “Predication, Things, and Kinds in Aristotle's Metaphysics”. Phronesis 56 (4):350-387.score: 420.0
    What in Aristotle corresponds, in whole or (more likely) in part, to our contemporary notion of predication? This paper sketches counterparts in Aristotle's text to our theories of expression and of truth, and on this basis inquires into his treatment of sentences assigning an individual to its kinds. In some recent accounts, the Metaphysics offers a fresh look at such sentences in terms of matter and form, in contrast to the simpler theory on offer in the Categories . I argue (...)
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  23. Tyson Edward Lewis (2009). Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious Through Jacques Rancière. Journal of Philosophy of Education 43 (2):285-299.score: 420.0
    In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the always (...)
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  24. Peter J. Lewis (2007). How Bohm's Theory Solves the Measurement Problem. Philosophy of Science 74 (5):749-760.score: 420.0
    I examine recent arguments based on functionalism that claim to show that Bohm's theory fails to solve the measurement problem, or if it does so, it is only because it reduces to a form of the many-worlds theory. While these arguments reveal some interesting features of Bohm's theory, I contend that they do not undermine the distinctive Bohmian solution to the measurement problem. ‡I would like to thank Harvey Brown, Martin Thomson-Jones, and David Wallace for helpful discussions. †To contact the (...)
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  25. Tyson Edward Lewis (2010). Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière. Educational Philosophy and Theory 42 (5):635-648.score: 420.0
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a 'pedagogy of laughter'. The inclusion of laughter alongside problem-posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally emancipatory? (...)
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  26. Albert C. Lewis (2004). The Unity of Logic, Pedagogy and Foundations in Grassmann's Mathematical Work. History and Philosophy of Logic 25 (1):15-36.score: 420.0
    Hermann Grassmann's Ausdehnungslehre of 1844 and his Lehrbuch der Arithmetik of 1861 are landmark works in mathematics; the former not only developed new mathematical fields but also both contributed to the setting of modern standards of rigor. Their very modernity, however, may obscure features of Grassmann's view of the foundations of mathematics that were not adopted since. Grassmann gave a key role to the learning of mathematics that affected his method of presentation, including his emphasis on making initial assumptions explicit. (...)
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  27. Paul Lewis (2010). Certainly Not! A Critical Realist Recasting of Ludwig von Mises's Methodology of the Social Sciences. Journal of Economic Methodology 17 (3):277-299.score: 420.0
    This paper focuses on Ludwig von Mises methodological apriorism. It uses Wittgenstein's private language argument as the basis for a critique of Mises's claim to have found apodictically certain foundations for economic analysis. It is argued instead that Mises's methodology is more fruitfully viewed as an exercise in social ontology, the objective of which is to outline key features of the socio-economic world that social scientific research ought to take into account if it is to be fruitful. The implications of (...)
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  28. Joel David Hamkins & Andrew Lewis (2002). Post's Problem for Supertasks has Both Positive and Negative Solutions. Archive for Mathematical Logic 41 (6):507-523.score: 420.0
    The infinite time Turing machine analogue of Post's problem, the question whether there are semi-decidable supertask degrees between 0 and the supertask jump 0∇, has in a sense both positive and negative solutions. Namely, in the context of the reals there are no degrees between 0 and 0∇, but in the context of sets of reals, there are; indeed, there are incomparable semi-decidable supertask degrees. Both arguments employ a kind of transfinite-injury construction which generalizes canonically to oracles.
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  29. Sian Lewis (2004). Καὶ Σαφῶς Τύραννος Ἦν: Xenophon's Account of Euphron of Sicyon. Journal of Hellenic Studies 124:65-74.score: 420.0
    Xenophon's account of Euphron, tyrant at Sicyon from 368 to 366, appears to present him as a typical fourth-century , dependent on mercenaries and concerned solely with his own power. But why did Xenophon choose to recount Euphron's actions and fate at such length, and why does he insist so strongly that he was a tyrant? Xenophon's interest in Euphron is part of his general approach to tyranny in the Hellenica, which depicts a series of individuals and regimes, all described (...)
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  30. Peter J. Lewis, Maudlin's Challenge Revisited.score: 420.0
    In 1994, Maudlin proposed proposed an objection to the transactional interpretation (TI), involving an absorber that changes location depending on the trajectory of the particle. Maudlin considered this objection fatal. However, the TI did not die; rather, a number of responses were developed, some attempting to accommodate Maudlin's example within the existing TI, and others modifying the TI. I argue that none of these responses is fully adequate. The reason, I submit, is that there are two aspects to Maudlin's objection; (...)
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  31. Sian Lewis (2004). "Kai Saphos Tyrannos En¿: Xenophon¿s Account of Euphron of Sicyon¿. Journal of Hellenic Studies 124:65-74.score: 420.0
    Xenophon's account of Euphron, tyrant at Sicyon from 368 to 366, appears to present him as a typical fourth-century 'new tyrant', dependent on mercenaries and concerned solely with his own power. But why did Xenophon choose to recount Euphron's actions and fate at such length, and why does he insist so strongly that he was a tyrant? Xenophon's interest in Euphron is part of his general approach to tyranny in the Hellenica, which depicts a series of individuals and regimes, all (...)
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  32. Thomas A. Lewis (2008). Religion and Demythologization in Hegel's Phenomenology of Spirit. In Dean Moyar & Michael Quante (eds.), Hegel's Phenomenology of Spirit: A Critical Guide. Cambridge University Press.score: 420.0
     
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  33. David Lewis (1984). Putnam's Paradox. Australasian Journal of Philosophy 62 (3):221 – 236.score: 360.0
  34. David Lewis (2004). How Many Lives has Schrödinger's Cat? Australasian Journal of Philosophy 82 (1):3 – 22.score: 360.0
  35. David Lewis (1979). Counterfactual Dependence and Time's Arrow. Noûs 13 (4):455-476.score: 360.0
  36. David Lewis (1993). Evil for Freedom's Sake? Philosophical Papers 22 (3):149-172.score: 360.0
    Christianity teaches that whenever evil is done, God had ample warning. He could have prevented it, but He didn't. He could have stopped it midway, but He didn't. He could have rescued the victims of the evil, but - at least in many cases - He didn't. In short, God is an accessory before, during, and after the fact to countless evil deeds, great and small. An explanation is not far to seek. The obvious hypothesis is that the Christian God (...)
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  37. Peter J. Lewis (2000). What is It Like to Be Schrödinger's Cat? Analysis 60 (265):22–29.score: 360.0
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  38. David Lewis (2004). How Many Lives Has Schrodinger's Cat? Australasian Journal of Philosophy 82 (1):3-22.score: 360.0
  39. David Lewis (2002). Tharp’s Third Theorem. Analysis 62 (274):95–97.score: 360.0
  40. David Lewis (1988). The Trap's Dilemma. Australasian Journal of Philosophy 66 (2):220 – 223.score: 360.0
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  41. Peter J. Lewis (2013). Retrocausal Quantum Mechanics: Maudlin's Challenge Revisited. Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 44 (4):442-449.score: 360.0
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  42. David Lewis (1988). Ayer's First Empiricist Criterion of Meaning: Why Does It Fail? Analysis 48 (1):1-3.score: 360.0
  43. Tyson E. Lewis (2012). Mapping the Constellation of Educational Marxism(S). Educational Philosophy and Theory 44 (5-6):98-114.score: 360.0
    In this paper, the author maps three radically different visions of Marxism in educational philosophy. Each ‘register’ contains insights but also contradictions that cannot easily be resolved through internal modifications of the theory or through theoretical synthesis with other registers. The radical function of Marxist pedagogy is to create a constellation of Marxisms through which the outline of history can emerge. As such, the author ends with a new emphasis in Marxist education on the ‘exacting imagination’ of the teacher which (...)
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  44. Tyson E. Lewis (2012). Teaching with Pensive Images: Rethinking Curiosity in Paulo Freire's Pedagogy of the Oppressed. Journal of Aesthetic Education 46 (1):27-45.score: 360.0
    Often when I am teaching philosophy of education, my students begin the process of inquiry by prefacing their questions with something along the lines of "I'm just curious, but . . . ." Why do we feel compelled as teachers and as students to express our curiosity as just curiosity? Perhaps there is a slight embarrassment in proclaiming our curiosity, which, in its strongest formulation, appears to be too assertive, too aggressive, or too inappropriate to speak in public in front (...)
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  45. C. I. Lewis (1936). Emch's Calculus and Strict Implication. Journal of Symbolic Logic 1 (3):77-86.score: 360.0
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  46. H. D. Lewis (1959). Religious Language. By Ian T. Ramsey. (S.C.M. Press 1957. Pp. 188. Price 18s.). Philosophy 34 (130):266-.score: 360.0
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  47. H. D. Lewis (1955). Godwin's Moral Philosophy: An Interpretation of William Godwin. By D. H. Monro. (Oxford University Press. 1953. Pp. 205. Price 15s.). [REVIEW] Philosophy 30 (112):89-.score: 360.0
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  48. Sian Lewis (2000). HISTORY AS MNEMONICS G. S. Shrimpton: History and Memory in Ancient Greece . Pp. Xvii + 318. Montreal, Kingston, London, and Buffalo: McGill-Queen's University Press, 1997. Cased, £28. ISBN: 0-7735-1021-. [REVIEW] The Classical Review 50 (02):434-.score: 360.0
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  49. Tyson E. Lewis (2013). Jacques Rancière's Aesthetic Regime and Democratic Education. Journal of Aesthetic Education 47 (2):49-70.score: 360.0
    In the novel The City and the City, by China Mieville, the reader follows the Kafkaesque journey of Inspector Tyador Borlu through a labyrinthian political conspiracy set in two politically autonomous yet territorially overlapping cities: Beszel and Ul Qoma. Although “grosstopically” interwoven like topographic doppelgangers, the two cities are perceived as distinct political and cultural territories. Even as citizens from the two cities intermingle on divided streets, live in buildings where different floors exist in different cities, and children climb on (...)
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  50. Peter B. Lewis (2005). Schopenhauer's Laughter. The Monist 88 (1):36-51.score: 360.0
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