Search results for 'Mark Child' (try it on Scholar)

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  1.  9
    Mark Child, David D. Williams, A. Jane Birch & Robert M. Boody (1995). Autonomy or Heteronomy? Levinas's Challenge to Modernism and Postmodernism. Educational Theory 45 (2):167-189.
  2.  4
    Steven Freeland & Pernille Walther (forthcoming). Reimagining the Unimaginable? Reflections on Mark A. Drumbl's Vision of Child Soldiers. Criminal Law and Philosophy:1-12.
    The existence of child soldiers is a problem of the ages, and there are no positive signs that it is abating. The difference now is that, with the development of modern weapons technology, children can be involved in large scale and horrific acts during conflicts. The circumstances surrounding the use of children to wage war will vary from situation to situation. Yet, it has been suggested that many people seem to have a ‘single focussed’ view of what child (...)
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  3.  26
    Marco Caracciolo (2014). Two Child Narrators: Defamiliarization, Empathy, and Reader-Response in Mark Haddon's The Curious Incident and Emma Donoghue's Room. Semiotica 2014 (202).
    Name der Zeitschrift: Semiotica Jahrgang: 2014 Heft: 202 Seiten: 183-205.
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  4.  2
    G. A. Tawney (1897). Book Review:Mental Development in the Child and in the Race; Methods and Processes. J. Mark Baldwin. [REVIEW] Ethics 7 (4):517-.
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  5. G. A. Tawney (1896). Mental Development in the Child and Race, by J. Mark Baldwin. [REVIEW] Ethics 7:517.
     
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  6. G. A. Tawney (1897). Mental Development in the Child and in the Race; Methods and Processes.J. Mark Baldwin. International Journal of Ethics 7 (4):517-522.
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  7. Mark Blaug (1991). The Later Mercantilists Josiah Child and John Locke.
  8.  10
    Mark A. Drumbl (2012). Reimagining Child Soldiers in International Law and Policy. OUP Oxford.
    Child soldiers are generally perceived as faultless, passive victims. This ignores that the roles of child soldiers vary, from innocent abductee to wilful perpetrator. This book argues that child soldiers should be judged on their actions and that treating them like a homogenous group prevents them from taking responsibility for their acts.
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  9.  3
    Laura Steckley & Mark Smith (2011). Care Ethics in Residential Child Care: A Different Voice. Ethics and Social Welfare 5 (2):181-195.
    Despite the centrality of the term within the title, the meaning of ?care? in residential child care remains largely unexplored. Shifting discourses of residential child care have taken it from the private into the public domain. Using a care ethics perspective, we argue that public care needs to move beyond its current instrumental focus to articulate a broader ontological purpose, informed by what is required to promote children's growth and flourishing. This depends upon the establishment of caring relationships (...)
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  10.  25
    Mark P. Aulisio, Thomas May & Geoffrey D. Block (2001). Procreation for Donation: The Moral and Political Permissibility of “Having a Child to Save a Child”. Cambridge Quarterly of Healthcare Ethics 10 (4):408-419.
    The crisis in donor organ and tissue supply is one of the most difficult challenges for transplant today. New policy initiatives, such as the driver's license option and requiredrequest, have been implemented in many states, with other initiatives, such as mandatedchoice and presumedconsent, proposed in the hopes of ameliorating this crisis. At the same time, traditional acquisition of organs from human cadavers has been augmented by living human donors, and nonheartbeating human donors, as well as experimental animal and artificial sources. (...)
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  11.  3
    Robert L. Campbell & Mark H. Bickhard (1993). Knowing Levels and the Child's Understanding of Mind. Behavioral and Brain Sciences 16 (1):33.
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  12.  19
    Mark L. McPherran (2005). What Even a Child Would Know. Ancient Philosophy 25 (1):49-63.
  13.  4
    Mark C. Vopat (2013). Child Abuse and Neglect. In Hugh LaFollette (ed.), The International Encyclopedia of Ethics. Wiley-Blackwell
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  14.  6
    Mark Brennan (1994). The Battle for Credibility-Themes in the Cross Examination of Child Victim Witnesses. International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 7 (1):51-73.
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  15.  4
    Mark Hardy (2012). Shift Recording in Residential Child Care. Ethics and Social Welfare 6 (1):88-96.
  16. J. Mark Baldwin (1896). Mental Development in the Child and the Rate; Methods and Processes. Philosophical Review 5 (2):218-219.
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  17.  1
    Charles W. Warren, Richard S. Monteith, J. Timothy Johnson, Roberto Santiso, Federico Guerra & Mark W. Oberle (1987). Use of Maternal–Child Health Services and Contraception in Guatemala and Panama. Journal of Biosocial Science 19 (2):229.
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  18. James Mark Baldwin (1895). Mental Development in the Child and the Race. Methods and Process. Philosophical Review 4 (2):232.
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  19. F. Tracy & James Mark Baldwin (1895). Mental Development in the Child and the Race. Philosophical Review 4 (4):423.
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  20.  15
    Mark Turner (1996). The Literary Mind. Oxford University Press.
    We usually consider literary thinking to be peripheral and dispensable, an activity for specialists: poets, prophets, lunatics, and babysitters. Certainly we do not think it is the basis of the mind. We think of stories and parables from Aesop's Fables or The Thousand and One Nights, for example, as exotic tales set in strange lands, with spectacular images, talking animals, and fantastic plots--wonderful entertainments, often insightful, but well removed from logic and science, and entirely foreign to the world of everyday (...)
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  21.  14
    A. Magdalena Hurtado, Kim Hill, Ines Hurtado & Hillard Kaplan (1992). Trade-Offs Between Female Food Acquisition and Child Care Among Hiwi and Ache Foragers. Human Nature 3 (3):185-216.
    Even though female food acquisition is an area of considerable interest in hunter-gatherer research, the ecological determinants of women’s economic decisions in these populations are still poorly understood. The literature on female foraging behavior indicates that there is considerable variation within and across foraging societies in the amount of time that women spend foraging and in the amount and types of food that they acquire. It is possible that this heterogeneity reflects variation in the trade-offs between time spent in food (...)
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  22.  37
    Ans Kolk & Rob van Tuldere (2002). Child Labor and Multinational Conduct: A Comparison of International Business Andstakeholder Codes. [REVIEW] Journal of Business Ethics 36 (3):291-301.
    Increasing attention to the issue of child labor has been reflected in codes of conduct that emerged in the past decade in particular. This paper examines the way in which multinationals, business associations, governmental and non-governmental organizations deal with child labor in their codes. With a standardized framework, it analyzes 55 codes drawn up by these different actors to influence firms' external, societal behavior. The exploratory study helps to identify the main issues related to child labor and (...)
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  23.  7
    Rebecca Sear (2008). Kin and Child Survival in Rural Malawi. Human Nature 19 (3):277-293.
    This paper investigates the impact of kin on child survival in a matrilineal society in Malawi. Women usually live in close proximity to their matrilineal kin in this agricultural community, allowing opportunities for helping behavior between matrilineal relatives. However, there is little evidence that matrilineal kin are beneficial to children. On the contrary, child mortality rates appear to be higher in the presence of maternal grandmothers and maternal aunts. These effects are modified by the sex of child (...)
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  24.  91
    Sven Walter (2010). Cognitive Extension: The Parity Argument, Functionalism, and the Mark of the Cognitive. Synthese 177 (2):285-300.
    During the past decade, the so-called “hypothesis of cognitive extension,” according to which the material vehicles of some cognitive processes are spatially distributed over the brain and the extracranial parts of the body and the world, has received lots of attention, both favourable and unfavourable. The debate has largely focussed on three related issues: (1) the role of parity considerations, (2) the role of functionalism, and (3) the importance of a mark of the cognitive. This paper critically assesses these (...)
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  25.  28
    Tyler Fagan, William Hirstein & Katrina Sifferd (2016). Child Soldiers, Executive Functions, and Culpability. International Criminal Law Review 16 (2):258-286.
    Child soldiers, who often appear to be both victims and perpetrators, present a vexing moral and legal challenge: how can we protect the rights of children while seeking justice for the victims of war crimes? There has been little stomach, either in domestic or international courts, for prosecuting child soldiers—but neither has this challenge been systematically addressed in international law. Establishing a uniform minimum age of criminal responsibility would be a major step in the right direction; we argue (...)
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  26.  4
    Thomas H. Murray (1999). [Book Review] the Worth of a Child. [REVIEW] Hastings Center Report 29 (3):44.
    Thomas Murray's graceful and humane book illuminates one of the most morally complex areas of everyday life: the relationship between parents and children. What do children mean to their parents, and how far do parental obligations go? What, from the beginning of life to its end, is the worth of a child? Ethicist Murray leaves the rarefied air of abstract moral philosophy in order to reflect on the moral perplexities of ordinary life and ordinary people. Observing that abstract moral (...)
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  27.  65
    Luara Ferracioli (2015). Why the Family? Law, Ethics and Philosophy 3:205-219.
    Among the most pressing philosophical questions occupying those interested in the ethics of the family is why should parents, as opposed to charity workers or state officials, raise children. In their recent Family Values, Brighouse and Swift have further articulated and strengthen their own justification of the parent-child relationship by appealing to its crucial role in enabling the child’s proper development and in allowing parents to play a valuable fiduciary role in the lives of children. In this paper, (...)
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  28.  45
    David Zimmerman (2002). Reasons-Responsiveness and Ownership-of-Agency: Fischer and Ravizza's Historicist Theory of Responsibility. [REVIEW] Journal of Ethics 6 (3):199-234.
    No one has done more than John Martin Fischer and Mark Ravizza to advance our understanding of the important dispute in the theory of responsibility between structuralists and historicists. This makes it all the more important to take the measure of Responsibility and Control, their most recent contribution to the historicist side of the discussion. In this paper I examine some novel features of their most recent version of responsiblity-historicism, especially their new notions of "moderate reasons-responsiveness" and "ownership-of-agency." Fischer (...)
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  29.  23
    Jeffrey Blustein (2012). Doing the Best for One's Child: Satisficing Versus Optimizing Parentalism. [REVIEW] Theoretical Medicine and Bioethics 33 (3):199-205.
    The maxim “parents should do what is in the best interests of their child” seems like an unassailable truth, and yet, as I argue here, there are serious problems with it when it is taken seriously. One problem concerns the sort of demands such a principle places on parents; the other concerns its larger social implications when conceived as part of a national policy for the rearing of children. The theory of parenting that creates these problems I call “optimizing (...)
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  30.  4
    Talia Welsh (2013). The Child as Natural Phenomenologist: Primal and Primary Experience in Merleau-Ponty's Psychology. Northwestern University Press.
    Early work in child psychology -- Phenomenology, gestalt theory, and psychoanalysis -- Syncretic sociability and the birth of the self -- Contemporary research in psychology and phenomenology -- Exploration and learning -- Culture, development, and gender -- Conclusion: an incomparable childhood.
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  31.  3
    Philippe Rochat, Tanya Broesch & Katherine Jayne (2012). Social Awareness and Early Self-Recognition. Consciousness and Cognition 21 (3):1491-1497.
    Self-recognition by 86 children was assessed using the mirror mark test in two different social contexts. In the classic mirror task condition, only the child was marked prior to mirror exposure . In the social norm condition, the child, experimenter, and accompanying parent were marked prior to the child’s mirror exposure . Results indicate that in both conditions children pass the test in comparable proportion, with the same increase as a function of age. However, in the (...)
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  32.  97
    Michael McFall (2009). Licensing Parents: Family, State, and Child Maltreatment. Rowman and Littlefield.
    In Licensing Parents, Michael McFall argues that political structures, economics, education, racism, and sexism are secondary in importance to the inequality caused by families, and that the family plays the primary role in a child's acquisition of a sense of justice. He demonstrates that examination of the family is necessary in political philosophy and that informal structures (families) and considerations (character formation) must be taken seriously. McFall advocates a threshold that should be accepted by all political philosophers: children should (...)
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  33.  4
    Tamas Bereczkei & Andras Csanaky (1996). Evolutionary Pathway of Child Development. Human Nature 7 (3):257-280.
    An evolutionary theory of socialization suggests that children from father-absent families will mature earlier, and form less-stable pair bonds, compared with those from father-present families. Using a sample of about 1,000 persons the recent study focuses on elements of father-absent children’s behavior that could be better explained by a Darwinian approach than by rival social science theories. As a result of their enhanced interest in male competition, father-absent boys were found to engage in rule-breaking behavior more intensively than father-present boys. (...)
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  34.  68
    James Tartaglia (2008). Intentionality, Consciousness, and the Mark of the Mental: Rorty’s Challenge. The Monist 91 (2):324-346.
    Intentionality and phenomenal consciousness are the main candidates to provide a ‘ mark of the mental’. Rorty, who thinks the category ‘mental’ lacks any underlying unity, suggests a challenge to these positions: to explain how intentionality or phenomenal consciousness alone could generate a mental-physical contrast. I argue that a failure to meet Rorty’s challenge would present a serious indictment of the concept of mind, even though Rorty’s own position is untenable. I then argue that both intentionalism and proposals such (...)
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  35.  25
    Vincent C. Müller (1994). Review of Mark Sainsbury, Paradoxes. [REVIEW] European Review of Philosophy 1:182-184.
  36.  30
    Michael Berman & Natasha Berman (2011). The Dirty Word. Think 10 (27):77-81.
    For the first two years of my daughter's life, I was scheduled to teach an Introductory Logic course. While I had taught Critical Thinking courses in the past, having to steep myself in categorical and propositional logic left a lasting impression on my own thinking. More importantly, though, these courses influenced my speech-habits during the early years of my child's development. By no means do I intend to assert that my child somehow gained some cognitive benefit from my (...)
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  37.  27
    Barbara Stumper, Colin Bannard, Elena Lieven & Michael Tomasello (2011). “Frequent Frames” in German Child-Directed Speech: A Limited Cue to Grammatical Categories. Cognitive Science 35 (6):1190-1205.
    Mintz (2003) found that in English child-directed speech, frequently occurring frames formed by linking the preceding (A) and succeeding (B) word (A_x_B) could accurately predict the syntactic category of the intervening word (x). This has been successfully extended to French (Chemla, Mintz, Bernal, & Christophe, 2009). In this paper, we show that, as for Dutch (Erkelens, 2009), frequent frames in German do not enable such accurate lexical categorization. This can be explained by the characteristics of German including a less (...)
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  38.  24
    Krista K. Thomason (forthcoming). Guilt and Child Soldiers. Ethical Theory and Moral Practice:1-13.
    The use of child soldiers in armed conflict is an increasing global concern. Although philosophers have examined whether child soldiers can be considered combatants in war, much less attention has been paid to their moral responsibility. While it is tempting to think of them as having diminished or limited responsibility, child soldiers often report feeling guilt for the wrongs they commit. Here I argue that their feelings of guilt are both intelligible and morally appropriate. The feelings of (...)
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  39.  42
    Wilma C. Rossi, William Reynolds & Robert M. Nelson (2003). Child Assent and Parental Permission in Pediatric Research. Theoretical Medicine and Bioethics 24 (2):131-148.
    Since children are considered incapable ofgiving informed consent to participate inresearch, regulations require that bothparental permission and the assent of thepotential child subject be obtained. Assent andpermission are uniquely bound together, eachserving a different purpose. Parentalpermission protects the child from assumingunreasonable risks. Assent demonstrates respectfor the child and his developing autonomy. Inorder to give meaningful assent, the child mustunderstand that procedures will be performed,voluntarily choose to undergo the procedures,and communicate this choice. Understanding theelements of informed consent (...)
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  40.  8
    Marion Thomas (2005). Are Animals Just Noisy Machines?: Louis Boutan and the Co-Invention of Animal and Child Psychology in the French Third Republic. [REVIEW] Journal of the History of Biology 38 (3):425 - 460.
    Historians of science have only just begun to sample the wealth of different approaches to the study of animal behavior undertaken in the twentieth century. To date, more attention has been given to Lorenzian ethology and American behaviorism than to other work and traditions, but different approaches are equally worthy of the historian's attention, reflecting not only the broader range of questions that could be asked about animal behavior and the "animal mind" but also the different contexts in which these (...)
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  41.  57
    Christina Schües & Christoph Rehmann-Sutter (2013). The Well- and Unwell-Being of a Child. Topoi 32 (2):197-205.
    The concept of the ‘well-being of the child’ (like the ‘child’s welfare’ and ‘best interests of the child’) has remained underdetermined in legal and ethical texts on the needs and rights of children. As a hypothetical construct that draws attention to the child’s long-term welfare, the well-being of the child is a broader concept than autonomy and happiness. This paper clarifies some conceptual issues of the well-being of the child from a philosophical point of (...)
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  42.  62
    Andreas Elpidorou (2012). Where is My Mind? Mark Rowlands on the Vehicles of Cognition. Avant: Trends in Interdisciplinary Studies 3 (1):145-160.
    Do our minds extend beyond our brains? In a series of publications, Mark Rowlands has argued that the correct answer to this question is an affirmative one. According to Rowlands, certain types of operations on bodily and worldly structures should be considered to be proper and literal parts of our cognitive and mental processes. In this article, I present and critically evaluate Rowlands' position.
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  43.  20
    Michael Peters (2001). Wittgensteinian Pedagogics: Cavell on the Figure of the Child in the Investigations. Studies in Philosophy and Education 20 (2):125-138.
    This paper discusses Stanley Cavell's approach to the Investigations,focusing upon his essay – `Notes and Afterthoughts on the Opening ofWittgenstein's Investigations'. First, the paper investigates the waysin which Cavell makes central the figure and `voice' of the child to hisreading of the opening of the Investigations. Second, it argues thatCavell's Notes provides a basis for a Wittgensteinian pedagogics,for not only does it hold up the figure of the child as central to the Investigations but it does so in (...)
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  44.  27
    Paul Smeyers (2008). Child-Rearing: On Government Intervention and the Discourse of Experts. Educational Philosophy and Theory 40 (6):719-738.
    For Kant, education was understood as the 'means' to become human—and that is to say, rational. For Rousseau by contrast, and the many child-centred educators that followed him, the adult world, far from representing reason, is essentially corrupt and given over to the superficialities of worldly vanity. On this view, the child, as a product of nature, is essentially good and will learn all she needs to know from experience. Both positions have their own problems, but beyond this (...)
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  45.  30
    Susan G. Sterrett (2012). Bringing Up Turing's 'Child-Machine'. In S. Barry Cooper (ed.), How the World Computes. 703--713.
    Turing wrote that the “guiding principle” of his investigation into the possibility of intelligent machinery was “The analogy [of machinery that might be made to show intelligent behavior] with the human brain.” [10] In his discussion of the investigations that Turing said were guided by this analogy, however, he employs a more far-reaching analogy: he eventually expands the analogy from the human brain out to “the human community as a whole.” Along the way, he takes note of an obvious fact (...)
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  46.  11
    Stephanie L. Schatz (2015). Lewis Carroll’s Dream-Child and Victorian Child Psychopathology. Journal of the History of Ideas 76 (1):93-114.
    This essay reads Alice’s Adventures in Wonderland (1865) alongside influential mid-century Victorian psychology studies—paying special attention to those that Carroll owned—in order to trace the divergence of Carroll’s literary representations of the “dream child” from its prevailing medical association with mental illness. The goals of this study are threefold: to trace the medico-historical links between dream-states and childhood, to investigate the medical reasons behind the pathologization of dream-states, and to understand how Alice’s Adventures in Wonderland contributed to Victorian interpretations (...)
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  47.  32
    Vincent W. J. Van Gerven Oei (2012). Cumposition: Theses on Philosophy's Etymology. Continent 2 (1).
    continent. 2.1 (2012): 44–55. Philosophers are sperm, poetry erupts sperm and dribbles, philosopher recodes term, to terminate, —A. Staley Groves 1 There is, in the relation of human languages to that of things, something that can be approximately described as “overnaming”—the deepest linguistic reason for all melancholy and (from the point of view of the thing) for all deliberate muteness. Overnaming as the linguistic being of melancholy points to another curious relation of language: the overprecision that obtains in the tragic (...)
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  48.  28
    Emmanuel Alloa (2013). The Diacritical Nature of Meaning. Merleau-Ponty with Saussure. Chiasmi International 15:167-181.
    “What we have learned from Saussure” affirms Merleau-Ponty “is that, taken singly, signs do not signify anything, and that each one of them does not so much express a meaning as mark a divergence of meaning between itself and other signs.” While it has often been stressed that Merleau-Ponty was arguably among the earliest philosophical readers of Saussure, the real impact of this reading on Merleau-Ponty’s thinking has rarely been assessed in detail. By focusing on the middle period – (...)
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  49.  22
    John Harris (2000). The Welfare of the Child. Health Care Analysis 8 (1):27-34.
    The interests or welfare of the child are rightly central to anydiscussion of the ethics of reproduction. The problematic nature of thislegitimate concern is seldom, if ever, noticed or if it is, it ismisunderstood. A prominent example of this sort of misunderstandingoccurs in the Department of Health's recent and important `SurrogacyReview' chaired by Margaret Brazier (The Brazier Report) and thesame misunderstanding makes nonsense of at least one provision of theHuman Fertilization and Embryology Act 1990. (The HFE Act).This paper explores (...)
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  50.  10
    Peter Raymond Costello (2015). From Confusion to Love: Russell Hoban’s The Mouse and His Child as Phenomenological Novel. Childhood and Philosophy 11 (21):93-103.
    Russell Hoban’s famous children’s novel, The Mouse and His Child, centers around a child’s quest for family, community, and self-awareness. This paper works to describe the novel as philosophical insofar as the novel takes up themes and elements of Maurice Merleau-Ponty’s essay “The Child’s Relations with Others.” Because the mouse and his father are joined at the hands, because they find their motion to be a problem, and because they work through ambiguity toward a loving community, the (...)
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