Search results for 'Learning Philosophy' (try it on Scholar)

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  1. Anna-Teresa Tymieniecka & World Institute for Advanced Phenomenological Research and Learning (1984). Phenomenology of Life in a Dialogue Between Chinese and Occidental Philosophy.
     
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  2.  26
    Social Philosophy (1973). Meaning and Structure: An Essay in the Philosophy of Language. Philosophical Books 14 (3):8-10.
    A review of a work in which a systematic and general theory of the nature of the conventions governing the semantics of a natural language is developed, with the object of offering a conceptual framework within which semantic phenomena can be understood in relation to syntax and to the communicative and social aspects of language. The empiricist theory of language is criticized for not supplying an adequate framework for the explanation of language learning. Taxonomy is a solution to the (...)
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  3.  36
    Yam San Chee (2014). Interrogating the Learning Sciences as a Design Science: Leveraging Insights From Chinese Philosophy and Chinese Medicine. Studies in Philosophy and Education 33 (1):89-103.
    Design research has been positioned as an important methodological contribution of the learning sciences. Despite the publication of a handbook on the subject, the practice of design research in education remains an eclectic collection of specific approaches implemented by different researchers and research groups. In this paper, I examine the learning sciences as a design science to identify its fundamental goals, methods, affiliations, and assumptions. I argue that inherent tensions arise when attempting to practice design research (...)
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  4.  36
    Kevin B. Korb (2004). Introduction: Machine Learning as Philosophy of Science. Minds and Machines 14 (4):433-440.
    I consider three aspects in which machine learning and philosophy of science can illuminate each other: methodology, inductive simplicity and theoretical terms. I examine the relations between the two subjects and conclude by claiming these relations to be very close.
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  5. Christopher Winch (1998). The Philosophy of Human Learning. Routledge.
    Christopher Winch launches a vigorous Wittgensteinian attack on both the "romantic" Rousseauian and the "scientific" cognitivist traditions in learning theory. These two schools, he argues, are more closely related than is commonly realized.
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  6.  8
    Laura Grams (2007). Language and Learning: Philosophy of Language in the Hellenistic Age (Review). Journal of the History of Philosophy 45 (1):153-154.
    Laura Grams - Language and Learning: Philosophy of Language in the Hellenistic Age - Journal of the History of Philosophy 45:1 Journal of the History of Philosophy 45.1 153-154 Muse Search Journals This Journal Contents Reviewed by Laura Grams University of Nebraska at Omaha Dorothea Frede and Brad Inwood, editors. Language and Learning: Philosophy of Language in the Hellenistic Age. Cambridge-New York: Cambridge University Press, 2005. Pp. xi + 353. Cloth, $90.00. This collection of (...)
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  7. Gregory M. Nixon (2013). Scientism, Philosophy and Brain-Based Learning. Northwest Journal of Teacher Education 11 (2):113-144.
    [This is an edited and improved version of "You Are Not Your Brain: Against 'Teaching to the Brain'" previously published in *Review of Higher Education and Self-Learning* 5(15), Summer 2012.] Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell (...)
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  8.  35
    D. W. Hamlyn (1983). Perception, Learning, and the Self: Essays in the Philosophy of Psychology. Routledge & K. Paul.
    INTRODUCTION If there is one underlying implication in the following essays it is the inadequacy of the information-processing model for cognitive ...
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  9.  31
    John Emery Murdoch & Edith Dudley Sylla (eds.) (1975). The Cultural Context of Medieval Learning: Proceedings of the First International Colloquium on Philosophy, Science, and Theology in the Middle Ages--September 1973. D. Reidel Pub. Co..
    JOHN E. MURDOCH AND EDITH DUDLEY SYLLA INTRODUCTION Conferences and colloquia are held and their results often published, but very rarely is any account ...
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  10.  11
    Dorothea Frede & Brad Inwood (eds.) (2005). Language and Learning: Philosophy of Language in the Hellenistic Age. Cambridge University Press.
    Hellenistic philosophers and scholars laid the foundations upon which Western tradition developed analytical grammar, linguistics, philosophy of language and other disciplines. Building on the pioneering work of Plato, Aristotle and earlier thinkers, they developed a wide range of theories about the nature and origin of language. Ten essays explore the ancient theories, their philosophical adequacy, and their impact on later thinkers from Augustine through the Middle Ages.
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  11.  45
    Alison Gopnik & Laura Schulz (eds.) (2007). Causal Learning: Psychology, Philosophy, and Computation. Oxford University Press.
    Understanding causal structure is a central task of human cognition. Causal learning underpins the development of our concepts and categories, our intuitive theories, and our capacities for planning, imagination and inference. During the last few years, there has been an interdisciplinary revolution in our understanding of learning and reasoning: Researchers in philosophy, psychology, and computation have discovered new mechanisms for learning the causal structure of the world. This new work provides a rigorous, formal basis for theory (...)
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  12.  15
    Patrick Stokes (2012). Philosophy Has Consequences! Encouraging Metacognition and Active Learning in the Ethics Classroom. Teaching Philosophy 35 (2):143-169.
    The importance of enchancing metacognition and encouraging active learning in philosophy teaching has been increasingly recognised in recent years. Yet traditional teaching methods have not always centralised helping students to become reflectively and critically aware of the quality and consistency of their own thinking. This is particularly relevant when teaching moral philosophy, where apparently inconsistent intuitions and responses are common. In this paper I discuss the theoretical basis of the relevance of metacognition and active learning for (...)
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  13.  33
    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.
    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 (...)
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  14.  2
    Charles Bingham (2015). Philosophy for Children as a Teaching Movement in an Era of Too Much Learning. Childhood and Philosophy 11 (22):223-240.
    In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary school in 1968. (...)
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  15.  20
    Steinar Bøyum (2007). Philosophy and Language Learning. Studies in Philosophy and Education 26 (1):43-56.
    In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke's famous reading of Wittgenstein. Next, I explore how social-pragmatic readings, represented by Meredith Williams, attempt to answer the sceptical anxieties. Finally, drawing somewhat on Stanley Cavell, I try to resolve these issues by investigating (...)
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  16.  7
    Robert Colter & Joseph Ulatowski (2015). Freeing Meno's Slave Boy: Scaffolded Learning in the Philosophy Classroom. Teaching Philosophy 38 (1):25-49.
    This paper argues that a well known passage from Plato’s Meno exemplifies how to employ scaffolded learning in the philosophy classroom. It explores scaffolded learning by fully defining it, explaining it, and gesturing at some ways in which scaffolding has been implemented. We then offer our own model of scaffolded learning in terms of four phases and eight stages, and explicate our model using a well known example from Plato’s Meno as an exemplar. We believe that (...)
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  17.  4
    Fred Ablondi (2010). Absolute Beginners: Learning Philosophy by Learning Descartes and Berkeley. [REVIEW] Metascience 19 (3):385-389.
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  18.  8
    Sarah Cashmore (2015). Changing Values in Teaching and Learning Philosophy. Teaching Philosophy 38 (2):145-167.
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  19.  31
    Jon Williamson (2004). A Dynamic Interaction Between Machine Learning and the Philosophy of Science. Minds and Machines 14 (4):539-549.
    The relationship between machine learning and the philosophy of science can be classed as a dynamic interaction: a mutually beneficial connection between two autonomous fields that changes direction over time. I discuss the nature of this interaction and give a case study highlighting interactions between research on Bayesian networks in machine learning and research on causality and probability in the philosophy of science.
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  20.  25
    Kevin T. Kelly, Oliver Schulte & Cory Juhl (1997). Learning Theory and the Philosophy of Science. Philosophy of Science 64 (2):245-267.
    This paper places formal learning theory in a broader philosophical context and provides a glimpse of what the philosophy of induction looks like from a learning-theoretic point of view. Formal learning theory is compared with other standard approaches to the philosophy of induction. Thereafter, we present some results and examples indicating its unique character and philosophical interest, with special attention to its unified perspective on inductive uncertainty and uncomputability.
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  21.  11
    William A. Rottschaefer (2009). Moral Agency and Moral Learning: Transforming Metaethics From a First to a Second Philosophy Enterprise. Behavior and Philosophy 37:195 - 216.
    Arguably, one of the most exciting recent advances in moral philosophy is the ongoing scientific naturalization of normative ethics and metaethics, in particular moral psychology. A relatively neglected area in these improvements that is centrally important for developing a scientifically based naturalistic metaethics concerns the nature and acquisition of successful moral agency. In this paper I lay out two examples of how empirically based findings help us to understand and explain some cases of successful moral agency. These are research (...)
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  22.  18
    Elizabeth Jelinek (2013). Using Small Group Learning in the Philosophy Classroom. Teaching Philosophy 36 (2):137-159.
    I advocate the use of small group learning in the philosophy classroom because it engages a broad cross-section of students and because it proves to be an effective way to teach critical thinking. In this article, I suggest small group activities that are useful for developing philosophical skills, and I propose methods for circumventing common logistical problems that can arise when implementing small group learning in the classroom. Ultimately, I show that small group learning is a (...)
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  23.  24
    Victor Caston (2006). Review of Dorothea Frede (Ed.), Brad Inwood (Ed.), Language and Learning: Philosophy of Language in the Hellenistic Age. [REVIEW] Notre Dame Philosophical Reviews 2006 (5).
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  24.  12
    Tim Connolly (2012). Learning Chinese Philosophy with Commentaries. Teaching Philosophy 35 (1):1-18.
    The last two decades have seen a resurgence of interest in the study of classical Chinese texts by means of the subsequent commentaries. New versions of works like the Analects and Mencius that include selected commentaries have begun to appear, making some view about the value of commentaries necessary simply for picking which edition of a text to read. In this paper, I consider the potential role of the 2000-year-old commentarial tradition in the teaching and learning of Chinese (...). Given the difficulty of the original works, does the addition of commentaries make things better or worse from a student’s perspective? How far should we go in emphasizing the role of commentary in interacting with the texts? (shrink)
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  25.  11
    Kevin T. Kelly (1988). Formal Learning Theory and the Philosophy of Science. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1988:413 - 423.
    Formal learning theory is an approach to the study of inductive inference that has been developed by computer scientists. In this paper, I discuss the relevance of formal learning theory to such standard topics in the philosophy of science as underdetermination, realism, scientific progress, methodology, bounded rationality, the problem of induction, the logic of discovery, the theory of knowledge, the philosophy of artificial intelligence, and the philosophy of psychology.
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  26.  11
    Mark Levensky (1971). Teaching and Learning Philosophy in a Classroom. Metaphilosophy 2 (3):277–291.
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  27.  1
    James Warren (2006). Frede (D.), Inwood (B.) (Edd.) Language and Learning: Philosophy of Language in the Hellenistic Age. Pp. Xii + 353. Cambridge: Cambridge University Press, 2005. Cased, £50, US$85. ISBN: 0-521-84181-X. [REVIEW] The Classical Review 56 (02):315-.
  28.  1
    Patricia Sanborn Glassheim (1973). The Philosopher as Teacher: Articles, Comments, Correspondence. New Approaches to Teaching and Learning Philosophy. Metaphilosophy 4 (2):179–185.
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  29. Gerard L. Knieter (forthcoming). Teaching and Learning Philosophy in the Music Education Doctoral Program. Journal of Aesthetic Education.
     
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  30. Daniel Bell Leary (1931). Living and Learning, Philosophy of Education. Ne York, R. S. Smith, Inc..
     
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  31. Mark P. Silverman (1996). Self-Directed Learning: Philosophy and Implementation. Science and Education 5 (4):357-380.
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  32. Christopher Ansell (2011). Pragmatist Democracy: Evolutionary Learning as Public Philosophy. OUP Usa.
    The philosophy of pragmatism advances an evolutionary, learning-oriented perspective that is problem-driven, reflexive, and deliberative.
     
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  33.  75
    Paisley Livingston (2010). Teaching & Learning Guide For: Cinema as Philosophy. Philosophy Compass 5 (4):359-362.
    The idea that films can be philosophical, or in some sense ‘do’ philosophy, has recently found a number of prominent proponents. What is at stake here is generally more than the tepid claim that some documentaries about philosophy and related topics convey philosophically relevant content. Instead, the contention is that cinematic fictions, including popular movies such as The Matrix, make significant contributions to philosophy. Various more specific claims are linked to this basic idea. One, relatively weak, but (...)
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  34.  32
    Paul R. Thagard (1990). Philosophy and Machine Learning. Canadian Journal of Philosophy 20 (2):261-76.
    This article discusses the philosophical relevance of recent computational work on inductive inference being conducted in the rapidly growing branch of artificial intelligence called machine learning.
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  35.  15
    Piotr Bołtuć (2007). Global Learning Environment in Philosophy. Dialogue and Universalism 17 (7-8):149-158.
    In this paper I present my thesis stated numerous times at APA and NACAP meetings, that the current shortage of online programs in philosophy presents adanger to the profession. I also show how this danger could be averted. I give a snapshot of what teaching philosophy online, and doing it well, looks like. I am a very partial spectator in this debate since the example I am referring to is the program at UIS which I designed and, with (...)
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  36.  27
    Jon Williamson, The Philosophy of Science and its Relation to Machine Learning.
    In this chapter I discuss connections between machine learning and the philosophy of science. First I consider the relationship between the two disciplines. There is a clear analogy between hypothesis choice in science and model selection in machine learning. While this analogy has been invoked to argue that the two disciplines are essentially doing the same thing and should merge, I maintain that the disciplines are distinct but related and that there is a dynamic interaction operating between (...)
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  37.  16
    Sanjeev Kulkarni, Statistical Learning Theory as a Framework for the Philosophy of Induction.
    Statistical Learning Theory (e.g., Hastie et al. 2001; Vapnik 1998, 2000, 2006; Devroye, Györfi, Lugosi 1996) is the basic theory behind contemporary machine learning and pattern recognition. We suggest that the theory provides an excellent framework for the philosophy of induction (see also Harman and Kulkarni 2007).
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  38. Derk Bodde (ed.) (1983). History of Chinese Philosophy, Volume 2: The Period of Classical Learning From the Second Century B.C. To the Twentieth Century A.D. [REVIEW] Princeton University Press.
    Since its original publication in Chinese in the 1930s, this work has been accepted by Chinese scholars as the most important contribution to the study of their country's philosophy. In 1952 the book was published by Princeton University Press in an English translation by the distinguished scholar of Chinese history, Derk Bodde, "the dedicated translator of Fung Yu-lan's huge history of Chinese philosophy". Available for the first time in paperback, it remains the most complete work on the subject (...)
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  39. No Authorship Indicated (2001). Review of Learning From Asian Philosophy. [REVIEW] Journal of Theoretical and Philosophical Psychology 21 (1):95-95.
    Reviews the book, Learning from Asian philosophy by Joel J. Kupperman . In this excellent and tremendously informative book, Kupperman adopts a significantly different tack by showing that many important Eastern texts ought not be considered merely examples of “wisdom literature,” but rather are genuinely significant philosophical texts, structured with carefully thought-out and insightful arguments. Throughout his well-written and accessible treatment, the author takes great pains to demonstrate the many substantive ways in which contemporary philosophers might employ Asian (...)
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  40. Julinna Oxley & Ramona Ilea (eds.) (2015). Experiential Learning in Philosophy. Routledge.
    In this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of experiential learning activities to teach philosophical terms, concepts, arguments, and practices. Experiential learning emphasizes the importance of student engagement outside the traditional classroom structure. Service learning, studying abroad, engaging in large-scale collaborative projects such as creating blogs, websites and videos, and practically applying knowledge in a reflective, creative and rigorous way are all forms of experiential learning. Taken together, (...)
     
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  41. Julinna Oxley & Ramona Ilea (eds.) (2015). Experiential Learning in Philosophy. Routledge.
    In this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of _experiential learning_ activities to teach philosophical terms, concepts, arguments, and practices. Experiential learning emphasizes the importance of student engagement outside the traditional classroom structure. Service learning, studying abroad, engaging in large-scale collaborative projects such as creating blogs, websites and videos, and practically applying knowledge in a reflective, creative and rigorous way are all forms of experiential learning. Taken together, the (...)
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  42. Julinna Oxley & Ramona Ilea (eds.) (2015). Experiential Learning in Philosophy. Routledge.
    In this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of _experiential learning_ activities to teach philosophical terms, concepts, arguments, and practices. Experiential learning emphasizes the importance of student engagement outside the traditional classroom structure. Service learning, studying abroad, engaging in large-scale collaborative projects such as creating blogs, websites and videos, and practically applying knowledge in a reflective, creative and rigorous way are all forms of experiential learning. Taken together, the (...)
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  43. Julinna Oxley & Ramona Ilea (eds.) (2015). Experiential Learning in Philosophy. Routledge.
    In this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of _experiential learning_ activities to teach philosophical terms, concepts, arguments, and practices. Experiential learning emphasizes the importance of student engagement outside the traditional classroom structure. Service learning, studying abroad, engaging in large-scale collaborative projects such as creating blogs, websites and videos, and practically applying knowledge in a reflective, creative and rigorous way are all forms of experiential learning. Taken together, the (...)
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  44. Julinna Oxley & Ramona Ilea (eds.) (2015). Experiential Learning in Philosophy. Routledge.
    In this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of _experiential learning_ activities to teach philosophical terms, concepts, arguments, and practices. Experiential learning emphasizes the importance of student engagement outside the traditional classroom structure. Service learning, studying abroad, engaging in large-scale collaborative projects such as creating blogs, websites and videos, and practically applying knowledge in a reflective, creative and rigorous way are all forms of experiential learning. Taken together, the (...)
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  45.  17
    Joel Kupperman (1999). Learning From Asian Philosophy. Oxford University Press.
    In an attempt to bridge the vast divide between classical Asian thought and contemporary Western philosophy, Joel J. Kupperman finds that the two traditions do not, by and large, supply different answers to the same questions. Rather, each tradition is searching for answers to their own set of questions--mapping out distinct philosophical investigations. In this groundbreaking book, Kupperman argues that the foundational Indian and Chinese texts include lines of thought that can enrich current philosophical practice, and in some cases (...)
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  46.  91
    Kevin Connolly, John Donaldson, David M. Gray, Emily McWilliams, Sofia Ortiz-Hinojosa & David Suarez, Philosophy/Psychology Collaboration (Network for Sensory Research Toronto Workshop on Perceptual Learning: Question Five).
    This is an excerpt from a report that highlights and explores five questions which arose from the workshop on perceptual learning and perceptual recognition at the University of Toronto, Mississauga on May 10th and 11th, 2012. This excerpt explores the question: How can philosophers and psychologists most fruitfully collaborate?
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  47.  14
    Daniel Hicks (2013). Paul Pojman (Ed): Food Ethics, Wadsworth, Cengage Learning, Boston, Massachusetts, 2012, 199 Pp, ISBN 9781111772307 David Kaplan (Ed): The Philosophy of Food, University of California Press, Berkeley, California, 2012, 320 Pp, ISBN 9780520269330. [REVIEW] Agriculture and Human Values 30 (4):657-658.
    Both of the books reviewed here are anthologies edited by philosophers, intended for use in undergraduate “ethics of eating” classes taught under the auspices of philosophy departments; I review them as a teacher of such a class. The Pojman anthology is rather outdated, and not recommended. The Kaplan anthology, by contrast, would be a valuable starting point or addition to such a class, though it could not carry the class on its own.
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  48.  38
    Michael Scriven (1970). Philosophy of Education: Learning Theory and Teaching Machines. Journal of Philosophy 67 (21):896-908.
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  49.  11
    Ronald Glasberg (1999). John White, Education and the End of Work -- A New Philosophy of Work and Learning. Studies in Philosophy and Education 18 (4):257-261.
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  50.  3
    Claire Cassidy (2013). Philosophy with Children: Learning to Live Well. Childhood and Philosophy 8 (16):243-264.
    A filosofia com crianças, em todas as suas guisas, visa engendrar o pensamento filosófico e o raciocínio nas crianças. Muito é escrito sobre o que a participação na filosofia poderia fazer para a criança academicamente e emocionalmente. O que propomos aqui é que permitindo às crianças participar de diálogos filosóficos elas aprenderão uma abordagem que poderia dar suporte a sua participação na sociedade e que poderia envolvê-las na consideração e no arejamento de suas vistas, tomando decisões em suas interações e (...)
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