Search results for 'Leslie Carr' (try it on Scholar)

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  1. Alexandre Monnin, Harry Halpin & Carr Leslie, Proceedings of the WWW2012 Conference Workshop PhiloWeb 2012: "Web and Philosophy, Why and What For?".score: 300.0
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  2. Leslie Carr & Stevan Harnad, Evidence of Hypertext in the Scholarly Archive.score: 240.0
    Dalgaard's recent article [3] argues that the part of the Web that constitutes the scientific literature is composed of increasingly linked archives. He describes the move in the online communications of the scientific community towards an expanding zone of secondorder textuality, of an evolving network of texts commenting on, citing, classifying, abstracting, listing and revising other texts. In this respect, archives are becoming a network of texts rather than simply a classified collection of texts. He emphasizes the definition of hypertext (...)
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  3. David Carr (2006). Scholar's Symposium: The Work of David Carr. [REVIEW] Human Studies 29 (4):491-501.score: 180.0
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  4. H. Wildon Carr (1920). Dr. Wildon Carr's Theory of the Relation of Mind and Body. Journal of Philosophy, Psychology and Scientific Methods 17 (21):579-580.score: 180.0
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  5. A. J. Finberg & H. W. Carr (1902). "Appearance and Reality": A Reply to Mr. Carr [with Discussion]. Proceedings of the Aristotelian Society 3:29 - 46.score: 180.0
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  6. Henry Carr (1969). Henry Carr: Lectures and Speeches. Ibadan, Oxford University Press.score: 180.0
    The requirements of education at Lagos. 15 Apr. 1892.--Primary, elementary, secondary, and supplementary education. 22 Jan. 1902.--Christian marriage. 26 May 1909.--Religious instruction in church schools. 28 May 1909.--Education of women. 18 May 1911.--The Rt. Rev. Bishop James Johnson, M.A., D.D. 1918.--The problems of education in Southern Nigeria. 9 Nov. 1920.--Our religion and our social life. 2 Oct. 1923.--Moral character. 5 July 1924.--The truth about my background and my career. 1924.--Religion as the basis of education. 1934.--Overseas scholarships for deserving Nigerian youths. (...)
     
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  7. John Leslie (1992). Time and the Anthropic Principle. Mind 101 (403):521-540.score: 60.0
    Carter’s anthropic principle reminds us that intelligent life can find itself only in life-permitting times, places or universes. The principle concerns a possible observational selection effect, not a designing deity. It has no special concern with humans, nor does it say that intelligent life is inevitable and common. Barrow and Tipler, who discuss all this, are not biologically ignorant. As argued in "Universes" (Leslie, 1989) they may well be right in thinking that "fine tuning" of force strengths and particle (...)
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  8. David Carr (1999). The Paradox of Subjectivity: The Self in the Transcendental Tradition. Oxford University Press.score: 60.0
    Challenging prevailing interpretations of the development of modern philosophy, this book proposes a reinterpretation of the transcendental tradition, as represented primarily by Kant and Husserl, and counters Heidegger's influential reading of these philosophers. Author David Carr defends their subtle and complex transcendental investigations of the self and the life of subjectivity, and seeks to revive an understanding of what Husserl calls "the paradox of subjectivity"--an appreciation for the rich and sometimes contradictory character of experience.
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  9. David Carr (2000). Professionalism and Ethics in Teaching. Routledge.score: 60.0
    Professionalism and Ethics in Teaching examines the ethical issues of teaching. After discussing the moral implications of professionalism, David Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally he gives a detailed analysis of a range of issues concerning the role of the teacher and the management of educational issues. Professionalism and Ethics in (...)
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  10. David Carr (1974/2009). Phenomenology and the Problem of History: A Study of Husserl's Transcendental Philosophy. Northwestern University Press.score: 60.0
    In Phenomenology and the Problem of History. David Carr examines the paradox involving Husserl's transcendental philosophy and his later historicist theory.
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  11. John Leslie (2001). Infinite Minds: A Philosophical Cosmology. Oxford University Press.score: 60.0
    The cosmos exists just because of the ethical need for it We, and all the intricate structures of our universe, exist as thoughts in a divine mind that knows everything worth knowing. There could also be infinitely many other universes in this mind....It may be hard to believe that the universe is as Leslie says it is--but it is also hard to resist his compelling ideas and arguments.
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  12. David Carr (2014). The Human and Educational Significance of Honesty as an Epistemic and Moral Virtue. Educational Theory 64 (1):1-14.score: 60.0
    While honesty is clearly a virtue of some educational as well as moral significance, its virtue-ethical status is far from clear. In this essay, following some discussion of latter-day virtue ethics and virtue epistemology, David Carr argues that honesty exhibits key features of both moral and epistemic virtue, and, more precisely, that honesty as a virtue might best be understood as the epistemic component of Aristotelian practical wisdom. In the wake of arguments to be found in Plato's Laws, as (...)
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  13. Julian C. Leslie (2000). Does Conditioned Suppression Measure the Resistance to Change of Operant Behaviour? Behavioral and Brain Sciences 23 (1):103-104.score: 60.0
    Although conditioned suppression has face validity as a technique for assessing resistance to change of operant behaviour, it is not discussed by Nevin & Grace. However, application of their approach to the results of a conditioned suppression study that varied food deprivation and reinforcement magnitude (Leslie 1977) produces paradoxical results.
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  14. John Leslie (1996). The End of the World: The Science and Ethics of Human Extinction. Routledge.score: 60.0
    Are we in imminent danger of extinction? Yes, we probably are, argues John Leslie in his chilling account of the dangers facing the human race as we approach the second millenium. The End of the World is a sobering assessment of the many disasters that scientists have predicted and speculated on as leading to apocalypse. In the first comprehensive survey, potential catastrophes - ranging from deadly diseases to high-energy physics experiments - are explored to help us understand the risks. (...)
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  15. Wilfred Carr (1980/1995). For Education: Towards Critical Educational Inquiry. Open University Press.score: 60.0
    A recent review of his work describes Wilfred Carr as 'one of the most brilliant philosophers now working in the rich British tradition of educational philosophy ... His work is rigorous, refreshing and original ... and examines a number of fundamental issues with clarity and penetration'. In For Education Wilfred Carr provides a comprehensive justification for reconstructing educational theory and research as a form of critical inquiry. In doing this, he confronts a number of important philosophical questions. What (...)
     
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  16. Sarah-Jane Leslie (2008). Generics: Cognition and Acquisition. Philosophical Review 117 (1):1-47.score: 30.0
    Ducks lay eggs' is a true sentence, and `ducks are female' is a false one. Similarly, `mosquitoes carry the West Nile virus' is obviously true, whereas `mosquitoes don't carry the West Nile virus' is patently false. This is so despite the egg-laying ducks' being a subset of the female ones and despite the number of mosquitoes that don't carry the virus being ninety-nine times the number that do. Puzzling facts such as these have made generic sentences defy adequate semantic treatment. (...)
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  17. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.score: 30.0
    Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.
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  18. John Leslie (1989). Universes. Routledge.score: 30.0
    One of the first books to address what has come to be known as the philosophy of cosmology, Universes asks, "Why does the universe exist?", arguing that the universe is "fine tuned for producing life." For example, if the universe's early expansion speed had been smaller by one part in a million, then it would have recollapsed rapidly; with an equivalently tiny speed increase, no galaxies would have formed. Either way, this universe would have been lifeless.
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  19. John Leslie (1983). Observership in Cosmology: The Anthropic Principle. Mind 92 (368):573-579.score: 30.0
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  20. David Carr & J. W. Steutel (eds.) (1999). Virtue Ethics and Moral Education. Routledge.score: 30.0
    This book takes a major step in the philosophy of education by moving back past the Enlightenment and reinstating Aristotelian Virtue at the heart of moral education.
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  21. David Carr (2008). 1. Narrative Explanation and its Malcontents. History and Theory 47 (1):19–30.score: 30.0
  22. Sarah-Jane Leslie (2007). Generics and the Structure of the Mind. Philosophical Perspectives 21 (1):375–403.score: 30.0
  23. Alan M. Leslie & Brian J. Scholl (1999). Modularity, Development and 'Theory of Mind'. Mind and Language 14 (1):131-153.score: 30.0
    Psychologists and philosophers have recently been exploring whether the mechanisms which underlie the acquisition of ‘theory of mind’ (ToM) are best charac- terized as cognitive modules or as developing theories. In this paper, we attempt to clarify what a modular account of ToM entails, and why it is an attractive type of explanation. Intuitions and arguments in this debate often turn on the role of develop- ment: traditional research on ToM focuses on various developmental sequences, whereas cognitive modules are thought (...)
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  24. Paul H. Carr (2010). Truth and Tension in Science and Religion. By Varadaraja V. Raman. Zygon 45 (2):527-528.score: 30.0
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  25. David Carr (2009). Virtue, Mixed Emotions and Moral Ambivalence. Philosophy 84 (1):31-46.score: 30.0
    Aristotelian virtue ethics invests emotions and feelings with much moral significance. However, the moral and other conflicts that inevitably beset human life often give rise to states of emotional division and ambivalence with problematic implications for any understanding of virtue as complete psychic unity of character and conduct. For one thing, any admission that the virtuous are prey to conflicting passions and desires may seem to threaten the crucial virtue ethical distinction between the virtuous and the continent. One recent attempt (...)
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  26. Joshua Knobe, Adam Cohen & Alan Leslie (2006). Acting Intentionally and the Side-Effect Effect: 'Theory of Mind' and Moral Judgment. Psychological Science 17:421-427.score: 30.0
    The concept of acting intentionally is an important nexus where ‘theory of mind’ and moral judgment meet. Preschool children’s judgments of intentional action show a valence-driven asymmetry. Children say that a foreseen but disavowed side-effect is brought about 'on purpose' when the side-effect itself is morally bad but not when it is morally good. This is the first demonstration in preschoolers that moral judgment influences judgments of ‘on-purpose’ (as opposed to purpose influencing moral judgment). Judgments of intentional action are usually (...)
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  27. John Leslie (1990). Is the End of the World Nigh? Philosophical Quarterly 40 (158):65-72.score: 30.0
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  28. David Carr (1998). Phenomenology and Fiction in Dennett. International Journal of Philosophical Studies 6 (3):331-344.score: 30.0
    In Consciousness Explained and other works, Daniel Dennett uses the concept of phenomenology (along with his variant, called heterophenomenology) in almost complete disregard of the work of Husserl and his successors in German and French philosophy. Yet it can be argued that many of the most important ideas of Husserl, Merleau-Ponty and others (and not just the idea of intentionality) reappear in Dennett's work in only slightly altered form. In this article I try to show this in two ways, first (...)
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  29. David Carr (1991). What Relevance has Plato for Education Today? Journal of Philosophy of Education 25 (1):121–128.score: 30.0
  30. Paul Henry Carr (2001). Science and Religion: Original Unity and the Courage to Create. Zygon 36 (2):255-259.score: 30.0
  31. David Carr (1979). The Logic of Knowing How and Ability. Mind 88 (351):394-409.score: 30.0
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  32. John Leslie (2007). Immortality Defended. Blackwell Pub..score: 30.0
    Might we be parts of a divine mind? Could anything like an afterlife make sense? Starting with a Platonic answer to why the world exists, Immortality Defended suggests we could well be immortal in all of three separate ways. Tackles the fundamental questions posed by our very existence, among them ‘why does the cosmos exist?’, ‘is there a divine mind or God?’ and ‘in what sense might we have afterlives?’ Defends a belief in immortality, without the need for a religious (...)
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  33. Jeffrey Carr (2009). Aristotle's Use of 'Genos' in Logic, Philosophy, and Science. Peter Lang.score: 30.0
    Introduction -- The common hellenic meaning of "genus" -- The Pollaxos legomena or things said in many ways -- Genus in the explanation of change : the subject and substratum principles -- To what is Aristotle's theory of change a response? : the pre-socratic and platonic background -- Change : the principles of nature in physics I -- A first mention of matter and form -- Genus in the explanation of change : the definition of change -- Aristotle's definition of (...)
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  34. David Carr (1977). Kant, Husserl, and the Nonempirical Ego. Journal of Philosophy 74 (11):682-690.score: 30.0
  35. David Carr (2004). Music, Meaning, and Emotion. Journal of Aesthetics and Art Criticism 62 (3):225–234.score: 30.0
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  36. David Carr (1999). Professional Education and Professional Ethics Right to Die or Duty to Live? Journal of Applied Philosophy 16 (1):33–46.score: 30.0
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  37. John Leslie (2010). The Risk That Humans Will Soon Be Extinct. Philosophy 85 (4):447-463.score: 30.0
    If it survives for a little longer, the human race will probably start to spread across its galaxy. Germ warfare, though, or environmental collapse or many another factor might shortly drive humans to extinction. Are they likely to avoid it? Well, suppose they spread across the galaxy. Of all humans who would ever have been born, maybe only one in a hundred thousand would have lived as early as you. If, in contrast, humans soon became extinct then because of the (...)
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  38. David Carr (2003). Character and Moral Choice in the Cultivation of Virtue. Philosophy 78 (2):219-232.score: 30.0
    It is central to virtue ethics both that morally sound action follows from virtuous character, and that virtuous character is itself the product of habitual right judgement and choice: that, in short, we choose our moral characters. However, any such view may appear to encounter difficulty in those cases of moral conflict where an agent cannot simultaneously act (say) both honestly and sympathetically, and in which the choices of agents seem to favour the construction of different moral characters. This paper (...)
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  39. Paul H. Carr (2004). Does God Play Dice? Insights From the Fractal Geometry of Nature. Zygon 39 (4):933-940.score: 30.0
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  40. John Leslie (2008). Infinitely Long Afterlives and the Doomsday Argument. Philosophy 83 (4):519-524.score: 30.0
    A recent book of mine defends three distinct varieties of immortality. One of them is an infinitely lengthy afterlife; however, any hopes of it might seem destroyed by something like Brandon Carter's 'doomsday argument' against viewing ourselves as extremely early humans. The apparent difficulty might be overcome in two ways. First, if the world is non-deterministic then anything on the lines of the doomsday argument may prove unable to deliver a strongly pessimistic conclusion. Secondly, anything on those lines may break (...)
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  41. David Carr (2010). Dangerous Knowledge: On the Epistemic and Moral Significance of Arts in Education. Journal of Aesthetic Education 44 (3):1-15.score: 30.0
    Plato is usually credited as the source of the "ancient quarrel" between reason and rhetoric—and, for him, the arts fall mostly on the less favorable side of rhetoric.1 To be sure, Plato's harsh verdict on the arts rests on an idealist metaphysics and epistemology (or realism about universals)—enshrining a general pessimism about the epistemic prospects of sense experience—which few, nowadays, would consider persuasive. For Plato, since what is presented to us by the senses is no more than an inaccurate copy (...)
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  42. Brian Carr (1999). Pity and Compassion as Social Virtues. Philosophy 74 (3):411-429.score: 30.0
    The altruistic emotions of pity and compassion are discussed in the context of Aristotle's treatment of the former in the Rhetoric, and Nussbaum's reconstruction of that treatment in a recent account of the latter. Aristotle's account of pity does not represent it as a virtue, the context of the Rhetoric rather rendering his account one of a peculiarly self-centred emotion. Nussbaum's reconstruction builds on the cognitive ingredients of Aristotle's account, and attempts to place the emotion of compassion more squarely in (...)
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  43. Sarah-Jane Leslie (2007). Moderately Sensitive Semantics. In G. Preyer (ed.), Context Sensitivity and Semantic Minimalism. Oxford University Press. 133--168.score: 30.0
  44. Wilfred Carr (2006). Philosophy, Methodology and Action Research. Journal of Philosophy of Education 40 (4):421–435.score: 30.0
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  45. Brian J. Scholl & Alan M. Leslie (1999). Modularity, Development and "Theory of Mind". Mind and Language 14 (1):131-153.score: 30.0
    Psychologists and philosophers have recently been exploring whether the mechanisms which underlie the acquisition of ‘theory of mind’ (ToM) are best charac- terized as cognitive modules or as developing theories. In this paper, we attempt to clarify what a modular account of ToM entails, and why it is an attractive type of explanation. Intuitions and arguments in this debate often turn on the role of _develop-_ _ment_: traditional research on ToM focuses on various developmental sequences, whereas cognitive modules are thought (...)
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  46. David Carr (2010). Moral Madness. Philosophical Investigations 33 (2):103-125.score: 30.0
    One clear reason why human agents often act badly is because they are insufficiently attentive to moral considerations and concerns, or tempted to ignore these in pursuit of more immediate satisfactions. In so far as madness, insanity or mental instability may be regarded as undermining moral agency, it might also be supposed that such madness attaches more to the non-moral than the moral reasons or motives of agents. Still, the well-known quote from Chesterton at the start of this paper may (...)
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  47. David Carr (2010). On the Moral Value of Physical Activity: Body and Soul in Plato's Account of Virtue. Sport, Ethics and Philosophy 4 (1):3 – 15.score: 30.0
    It is arguable that some of the most profound and perennial issues and problems of philosophy concerning the nature of human agency, the role of reason and knowledge in such agency and the moral status and place of responsibility in human action and conduct receive their sharpest definition in Plato's specific discussion in the Republic of the human value of physical activities. From this viewpoint alone, Plato's exploration of this issue might be considered a locus classicus in the philosophy of (...)
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  48. David Carr (1999). Art, Practical Knowledge and Aesthetic Objectivity. Ratio 12 (3):240–256.score: 30.0
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  49. Sarah-Jane Leslie (forthcoming). The Original Sin of Cognition: Fear, Prejudice, and Generalization. Journal of Philosophy.score: 30.0
  50. David Carr (1986). Education, Professionalism and Theories of Teaching. Journal of Philosophy of Education 20 (1):113–121.score: 30.0
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