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Profile: Mihail Evans
Profile: Matthew Evans (Open University (UK))
Profile: Max Evans (University of Sheffield)
Profile: Matthew Evans (University of Exeter)
Profile: Matthew Evans (The Hegelian Research Centre)
Profile: Megan Evans (Liverpool John Moores University)
  1. J. Molloy, M. Evans & K. Coughlin (forthcoming). Moral Distress in the Resuscitation of Extremely Premature Infants. Nursing Ethics.
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  2. Paul Robinson, Martin Evans, Ron Rebholz, George Dekker, Bill Chace, Jim van HarveySneehan, David Riggs & Clara N. Bush (forthcoming). Senate to Examine a Compromise Plan on Civ Requirement. Minerva.
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  3. Mihail Evans (2014). A History Around Houman's Circumcision. Historical Reflections/Réflexions Historiques 40 (3):69-90.
    A number of histories of circumcision have recently been written and in them the case of A. E. Housman, along with a number of others, has acquired a certain prominence. This paper will reconsider the existing evidence regarding Housman’s circumcision and the various interpretations of it in the secondary literature before going on to examine a number of overlooked sources. While this writing around Housman’s circumcision is not without positive results, it will be suggested via a consideration of Jacques Derrida’s (...)
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  4. Mihail Evans (2014). The Singular Politics of Derrida and Baudrillard. Palgrave Macmillan.
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  5. M. Evans (2013). The Meaning of Agency. In Sumi Madhok, Anne Phillips & Kalpana Wilson (eds.), Gender, Agency, and Coercion. Palgrave Macmillan.
  6. Mark Evans (2013). Teacher Education Around the World: Changing Policies and Practices. British Journal of Educational Studies 61 (3):377-380.
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  7. Mihail Evans (2013). Derrida and Forgiveness. In Edward Alam (ed.), Edward J Alam (ed), Compassion and Forgiveness. University of Notre Dame Press. 17-32..
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  8. Mihail Evans (2013). Reasons and Enlightenments: Of Derrida and Habermas. In Kristina-Monika Hinneburg & Grażyna Jurewicz (eds.), Das Prinzip Aufklärung zwischen Universalismus und partikularem Anspruch. Wilhelm Fink Verlag. 247-56.
    Die Frage nach dem Verhältnis von Vernunft und Aufklärung ist einer der Haupt-streitpunkte zwischen Derrida und Habermas. Als selbsterklärter Verteidiger der Aufklärung bezeichnet Habermas in seiner Studie Der philosophische Diskurs der Moderne Derrida als unmodern. Er würde „die Klinge der Vernunftkritik selber stumpf werden“ lassen. Eine gründliche Lektüre Derridas zeigt jedoch, dass er keineswegs ein Verfechter des Irrationalen war, sondern die Vernunft vor ihr eigenes Tribunal bringen wollte. Derrida bemüht sich um eine rationale Refl exion der Grenzen der Vernunft und (...)
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  9. M. Evans (2012). Just War, Democracy, Democratic Peace. European Journal of Political Theory 11 (2):191-208.
    In recent times, ‘just war’ discourse has become unfortunately associated, in the minds of some, with the idea of the forcible promotion or imposition of democracy as a legitimate just cause. It would thus be understandable if supporters of just war theory were to disavow any particular linkage of its tenets with the democratic ideal. However, while certainly not endorsing the stated cause, this article contends that the theory in its most plausible and attractive form does exhibit certain biases towards (...)
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  10. Matthew Evans (2012). Lessons From Euthyphro 10 A-11 B. In Brad Inwood (ed.), Oxford Studies in Ancient Philosophy. Oxford University Press.
  11. Matthew Evans & Nishi Shah (2012). Mental Agency and Metaethics. Oxford Studies in Metaethics 7:80-109.
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  12. Malcolm Evans (2011). In Memoriam Virginia Valentine. Sign Systems Studies 39 (1):263-264.
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  13. Mark Andrew Evans (2011). Researcher Practice: Embedding Creative Practice Within Doctoral Research in Industrial Design. Journal of Research Practice 6 (2):Article M16.
    This article considers the potential for a researcher to use their own creative practice as a method of data collection. Much of the published material in this field focuses on more theoretical positions, with limited use being made of specific PhDs that illustrate the context in which practice was undertaken by the researcher. It explores strategies for data collection and researcher motivation during what the author identifies as "researcher practice." This is achieved through the use of three PhD case studies. (...)
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  14. Matthew Evans (2011). Plato on the Norms of Speech and Thought. Phronesis 56 (4):322-349.
    Near the beginning of the Cratylus (385e-387d) Plato's Socrates argues, against his friend Hermogenes, that the standards of correctness for our use of names in speech are in no way up to us. Yet this conclusion should strike us, at least initially, as bizarre. After all, how could it not be up to us whether to call our children by the names of our parents, or whether to call dogs “dogs“? My aim in this paper will be to show that, (...)
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  15. Megan C. Evans, James E. M. Watson, Richard A. Fuller, Oscar Venter, Simon C. Bennett, Peter R. Marsack & Hugh P. Possingham (2011). The Spatial Distribution of Threats to Species in Australia. BioScience 61 (4):281-289.
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  16. Mihail Evans (2011). The Media of the Spectral. Glimpse: Journal of the Society for Media and Phenomenology 13:55-60.
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  17. Pavo Barišić, Larry A. Hickman, Jörg Wernecke, Heda Festini, Olga Simova, Mark Evans, Lenart Škof, Henning Ottmann, Reinhard Mehring & Barbara Zehnpfennig (2010). Democracy and Political Education. Synthesis Philosophica 49:1.
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  18. Mark Evans (2010). Éducation et éthique du caractère démocratique. Synthesis Philosophica 25 (1):77-91.
    L’article, tout d’abord, soutient qu’une bonne partie de la pratique éducative dans une société libérale et démocratique vise à promouvoir ce que j’appelle l’idéal du caractère démocratique pour les citoyens de l’avenir. Celui-ci incarne la conviction deweyienne que la démocratie n’est pas qu’une forme de communauté politique, mais aussi une façon de vivre où les individus peuvent s’épanouir dans des conditions sociales justes. La nature exigeante de cet idéal peut paraître problématique, mais j’essaierai de montrer que tel n’est pas le (...)
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  19. Mark Evans (2010). Education and the Ethics of Democratic Character. Synthesis Philosophica 25 (1):77-91.
    This article argues, first of all, that much educational practice in liberal-democratic society officially aims to promote what I call a’ democratic character-ideal’ for the citizens of the future. It embodies the Deweyian belief that democracy is not just a form of polity but also a way of life in which individuals can flourish in socially just circumstances. The demanding nature of the ideal may appear to be a problem for it, but I demonstrate how this is not so. What (...)
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  20. Mark Evans (2010). Erziehung und Ethik des demokratischen Charakters. Synthesis Philosophica 25 (1):77-91.
    Dieser Artikel legt in erster Linie dar, dass ein Großteil der Erziehungspraxis in der liberaldemokratischen Gesellschaft offiziell die Förderung des – wie ich es nenne – demokratischen Charakterideals für die Zukunftsbürger anstrebt. Es verkörpert die deweysche Überzeugung, die Demokratie sei nicht lediglich eine Form der politischen Ordnung, sondern geradeso eine Lebensart, in welcher Individuen in sozial gerechten Verhältnissen prosperieren könnten. Die anspruchsvolle Natur des Ideals mag hierbei als Problem erscheinen, doch ich demonstriere, dem sei nicht so. Was das eigentliche Problem (...)
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  21. Mark Evans (2010). Odgoj i etika demokratskog karaktera. Synthesis Philosophica 25 (1):77-91.
    U članku se, prije svega, tvrdi da većina odgojne prakse u liberalno-demokratskom društvu službeno teži promicanju, kako ga nazivam, ‘ideala demokratskog karaktera’ za građane budućnosti. On utjelovljuje deweyjevsko uvjerenje da demokracija nije samo oblik političke zajednice nego i način življenja u kojem se pojedinci mogu razvijati u socijalno pravednim okolnostima. Zahtjevna priroda tog ideala se može činiti problematičnom, no nastojat ću pokazati da tomu nije slučaj. Ono što jest problem je omjer u kojem aktualna teorija i praksa odgoja odudara od (...)
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  22. Matthew Evans (2010). A Partisan's Guide to Socratic Intellectualism. In Sergio Tenenbaum (ed.), Desire, Practical Reason, and the Good. Oxford University Press. 6.
  23. Michael S. Evans (2010). Achieving Continuity: A Story of Stellar Magnitude. Studies in History and Philosophy of Science Part A 41 (1):86-94.
    Scientists tell a story of 2,000 years of stellar magnitude research that traces back to Hipparchus. This story of continuity in practices serves an important role in scientific education and outreach. STS scholars point out many ways that stories of continuity, like many narratives about science, are disconnected from practices. Yet the story of continuity in stellar magnitude is a powerful scientific achievement precisely because of its connection to practice. The historical development of star catalogues shows how specific recording practices (...)
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  24. Mark Evans (2009). Moral Responsibilities and the Conflicting Demands of Jus Post Bellum. Ethics and International Affairs 23 (2):147-164.
    Abstract Recently, strong arguments have been offered for the inclusion of jus post bellum in just war theory. If this addition is indeed justified, it is plain that, due to the variety in types of post-conflict situation, the content of jus post bellum will necessarily vary. One instance when it looks as if it should become "extended" in its scope, ranging well beyond (for example) issues of "just peace terms," is when occupation of a defeated enemy is necessary. In this (...)
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  25. Mark Evans (2009). The "Failed" State : Morality, Ideology and Global Responsibilities. In , War, Terror, and Ethics. Nova Science Publishers, Inc.. 87-100.
  26. Mark Evans (ed.) (2009). War, Terror, and Ethics. Nova Science Publishers, Inc..
  27. Mark Evans & Christine Stender (2009). When the Guns Fall Silent : Towards an Adequate Theory of Jus Post Bellum. In , War, Terror, and Ethics. Nova Science Publishers, Inc.. 65-86.
     
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  28. Rolf Ahlzén, Martyn Evans, Pekka Louhiala & Raimo Puustinen (2008). Diagnosis. In Martyn Evans, Rolf Ahlzén, Pekka Louhiala & J. Jill Gordon (eds.), Medical Humanities Companion. Radcliffe Publishing.
     
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  29. Mark Evans (2008). A Profane Deformity of Democratic Discourse. Proceedings of the Xxii World Congress of Philosophy 50:147-169.
    In his provocative definition of bullshit as “indifference to the truth”, Harry Frankfurt contentiously states that democracy is particularly prone to this deformity of discourse because of “the widespread conviction that it is the responsibility of a citizen in a democracy to have opinions about everything, or at least everything that pertains to the conduct of his country’s affairs.” I provide an exposition of this claim that Frankfurt does not himself give and I contend that he has identified an important (...)
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  30. Martyn Evans, Rolf Ahlzén, Iona Heath & Jane MacNaughton (2008). Vol. 1. Symptom. In Martyn Evans, Rolf Ahlzén, Pekka Louhiala & J. Jill Gordon (eds.), Medical Humanities Companion. Radcliffe Publishing.
  31. Martyn Evans, Rolf Ahlzén, Pekka Louhiala & J. Jill Gordon (eds.) (2008). Medical Humanities Companion. Radcliffe Publishing.
     
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  32. Matthew Evans (2008). Plato's Anti-Hedonism'. Proceedings of the Boston Area Colloquium in Ancient Philosophy 23:121-145.
  33. Matthew Evans (2008). Plato on the Possibility of Hedonic Mistakes. Oxford Studies in Ancient Philosophy 35:89-124.
  34. Mihail Dafydd Evans (2008). Infinitely Demanding. Symposium: The Canadian Journal of Continental Philosophy 12 (2):202-205.
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  35. Michael Barbour, Mark Evans & Jason Ritter (2007). Situating the Georgia Performance Standards in the Social Studies Debate: An Improvement for Social Studies Classrooms or Continuing the Whitewash. Journal of Social Studies Research 31 (1):27.
  36. Matthew Evans (2007). Plato and the Meaning of Pain. Apeiron 40 (1):71 - 93.
    Most readers of ancient Greek psychology will agree that the Philebus is where we find Plato’s best attempt to theorize about bodily pain.1 But they will probably also agree that the account he develops there has no real chance of being true, and so should not have much appeal to us today — at least insofar as we are philosophers rather than historians. It’s this second conviction that I want to challenge in what follows. More specifically, I want to argue (...)
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  37. Matthew Evans (2007). Plato's Rejection of Thoughtless and Pleasureless Lives. Phronesis 52 (4):337 - 363.
    In the Philebus Plato argues that every rational human being, given the choice, will prefer a life that is moderately thoughtful and moderately pleasant to a life that is utterly thoughtless or utterly pleasureless. This is true, he thinks, even if the thoughtless life at issue is intensely pleasant and the pleasureless life at issue is intensely thoughtful. Evidently Plato wants this argument to show that neither pleasure nor thought, taken by itself, is sufficient to make a life choiceworthy for (...)
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  38. Meredith Evans (2007). Cosmopolitics and its Sadian Discontents. In Diane Morgan & Gary Banham (eds.), Cosmopolitics and the Emergence of a Future. Palgrave Macmillan.
     
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  39. George Allan & Malcolm Evans (eds.) (2006). A Different Three Rs for Education: Reason, Relationality, Rhythm. Rodopi.
    This book of twelve essays applies the holistic theories of process philosophy to the educational challenges that teachers face in today’s complexly changing world. Topics range from staff development to spirituality, exploring issues of student and teacher motivation, developmental stages of learning, imaginative thinking and writing, nourishing relationships, moral and environmental education, and the development of hospitable learning environments.
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  40. M. Evans, Towards a Poetics of Light : The Conceits of Light.
    Towards a Poetics of Light; The Conceits of Light is a critical quest to map associations between rhetorical figures, psychological defences and spatial tropes in an attempt to conceive a poetic design that enacts conceit. Light is an emblem which echoes with an abundance of representations in literature, history, art and architecture and parallels may be drawn between their resemblances however apparently remote. Love, knowledge, hope and creative passion mark turns in the threads that knot ideas and their representations together. (...)
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  41. Mark Evans (2006). Thin Universalism and the "Limits" of Justification. In B. A. Haddock, Peri Roberts & Peter Sutch (eds.), Principles and Political Order: The Challenge of Diversity. Routledge.
     
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  42. Matthew Evans (2006). Book Review: Plato and Aristotle's Ethics. [REVIEW] Journal of Moral Philosophy 3 (3):372-374.
  43. Ian Davies, Mark Evans & Alan Reid (2005). Globalising Citizenship Education? A Critique of 'Global Education' and 'Citizenship Education'. British Journal of Educational Studies 53 (1):66 - 89.
    This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done and (...)
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  44. Malcolm D. Evans (2005). Process, Teaching, Learning. Process Studies 34 (2):171-177.
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  45. Mark Evans (2005). Egalitarianism and Merit in a Non-Ideal World: The Problem of Two-Tier Education. Politics and Ethics Review 1 (1):1-21.
  46. Mark Evans (2005). Harry Frankfurt ,On Bullshit(Princeton: Princeton University Press, 2004). Politics and Ethics Review 1 (2):219-223.
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  47. Randi Zlotnik Shaul, Shelley Birenbaum & Megan Evans (2005). Legal Liabilities in Research: Early Lessons From North America. BMC Medical Ethics 6 (1):4.
    The legal risks associated with health research involving human subjects have been highlighted recently by a number of lawsuits launched against those involved in conducting and evaluating the research. Some of these cases have been fully addressed by the legal system, resulting in judgments that provide some guidance. The vast majority of cases have either settled before going to trial, or have not yet been addressed by the courts, leaving us to wonder what might have been and what guidance future (...)
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  48. Randi Zlotnik Shaul, Shelley Birenbaum & Megan Evans (2005). Legal Liabilities in Research: Early Lessons From North America. [REVIEW] BMC Medical Ethics 6 (1):1-4.
    The legal risks associated with health research involving human subjects have been highlighted recently by a number of lawsuits launched against those involved in conducting and evaluating the research. Some of these cases have been fully addressed by the legal system, resulting in judgments that provide some guidance. The vast majority of cases have either settled before going to trial, or have not yet been addressed by the courts, leaving us to wonder what might have been and what guidance future (...)
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  49. Marilyn Evans, Vangie Bergum, Stephen Bamforth & Sandra MacPhail (2004). Relational Ethics and Genetic Counseling. Nursing Ethics 11 (5):459-471.
    Genetic counseling is viewed as a therapeutic interrelationship between genetic counselors and their clients. In a previous relational ethics research project, various themes were identified as key components of relational ethics practice grounded in everyday health situations. In this article the relational ethics approach is further explored in the context of genetic counseling to enhance our understanding of how the counselor-client relationship is contextually developed and maintained. Qualitative interviews were conducted with six adult clients undergoing genetic counseling for predictive testing. (...)
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  50. Mark Evans (2004). Pluralising Liberalism, Liberalising Pluralism. Res Publica 10 (4):449-460.
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