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

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  1. 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.score: 240.0
  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-.score: 120.0
  3. 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.score: 42.0
    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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  4. Mark A. Drumbl (2012). Reimagining Child Soldiers in International Law and Policy. OUP Oxford.score: 42.0
    The international community's efforts to halt child soldiering have yielded some successes. But this pernicious practice persists. It may shift locally, but it endures globally. Preventative measures therefore remain inadequate. Former child soldiers experience challenges readjusting to civilian life. Reintegration is complex and eventful. The homecoming is only the beginning. Reconciliation within communities afflicted by violence committed by and against child soldiers is incomplete. Shortfalls linger on the restorative front. The international community strives to eradicate the scourge (...)
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  5. Laura Steckley & Mark Smith (2011). Care Ethics in Residential Child Care: A Different Voice. Ethics and Social Welfare 5 (2):181-195.score: 42.0
    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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  6. Lauren M. Edelstein, Evan G. Derenzo, Elizabeth Waetzig & Craig Zelizer (2009). JEFFREY P. BISHOP, JOSEPH B. FANNING, MARK J. BLITON/Of Goals and Goods and Floundering About: A Dissensus Report on Clinical Ethics Consultation 275-291 3 BRIAN H. CHILDS/Credentialing Clinical Ethics. [REVIEW] HEC Forum 21 (4):391-393.score: 40.0
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  7. Marilena Kyriakidou, Mark Blades & Dan Carroll (2014). Inconsistent Findings for the Eyes Closed Effect in Children: The Implications for Interviewing Child Witnesses. Frontiers in Psychology 5.score: 36.0
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  8. Mark L. McPherran (2005). What Even a Child Would Know. Ancient Philosophy 25 (1):49-63.score: 36.0
  9. Mark Hardy (2012). Shift Recording in Residential Child Care. Ethics and Social Welfare 6 (1):88-96.score: 36.0
  10. 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.score: 36.0
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  11. 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).score: 36.0
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  12. Robert L. Campbell & Mark H. Bickhard (1993). Knowing Levels and the Child's Understanding of Mind. Behavioral and Brain Sciences 16 (1):33.score: 36.0
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  13. Mark C. Vopat (2013). Child Abuse and Neglect. In Hugh LaFollette (ed.), The International Encyclopedia of Ethics. Wiley-Blackwell.score: 36.0
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  14. Mark Turner (1996). The Literary Mind. Oxford University Press.score: 30.0
    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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  15. Michael McFall (2009). Licensing Parents: Family, State, and Child Maltreatment. Rowman and Littlefield.score: 24.0
    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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  16. Sven Walter (2010). Cognitive Extension: The Parity Argument, Functionalism, and the Mark of the Cognitive. Synthese 177 (2):285-300.score: 24.0
    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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  17. 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.score: 24.0
    No one has done more than John Martin Fischer and Mark Ravizza toadvance our understanding of the important dispute in the theoryof responsibility between structuralists and historicists.This makes it all the more important to take the measure of Responsibility and Control, their mostrecent contribution to the historicist side of the discussion. In this paper I examine some novelfeatures of their most recent version of responsiblity-historicism,especially their new notions of ``moderate reasons-responsiveness'''' and ``ownership-of-agency.'''' Fischer and Ravizza intend these newelements to (...)
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  18. Carol van Nijnatten (2010). Children's Agency, Children's Welfare: A Dialogical Approach to Child Development, Policy and Practice. Policy Press.score: 24.0
    Contributing to current debates about child welfare and child protection, this book provides a holistic view of how children develop agency, combining social, ...
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  19. Andreas Elpidorou (2012). Where is My Mind? Mark Rowlands on the Vehicles of Cognition. Avant 3 (1):145-160.score: 24.0
    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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  20. Stefan Ramaekers & Paul Smeyers (2008). Child Rearing: Passivity and Being Able to Go On. Wittgenstein on Shared Practices and Seeing Aspects. Educational Philosophy and Theory 40 (5):638-651.score: 24.0
    It is not uncommon to hear parents say in discussions they have with their children 'Look at it this way'. And called upon for their advice, counsellors too say something to adults with the significance of 'Try to see it like this'. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but (...)
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  21. 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.score: 24.0
    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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  22. Stefan Linquist (2007). Prospects for a Dual Inheritance Model of Emotional Evolution. Philosophy of Science 74 (5):848-859.score: 24.0
    A common objection to adaptationist accounts of human emotions is that they ignore the influence of culture. If complex emotions like guilt, shame and romantic jealousy are largely culturally determined, how could they be biological adaptations? Dual inheritance models of gene/culture coevolution provide a potential answer to this question. If complex emotions are developmentally ‘scaffolded' by norms that are transmitted from parent to offspring with reasonably high fidelity, then these emotions can evolve to promote individual reproductive interests. This paper draws (...)
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  23. 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.score: 24.0
    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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  24. Christina Schües & Christoph Rehmann-Sutter (2013). The Well- and Unwell-Being of a Child. Topoi 32 (2):197-205.score: 24.0
    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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  25. Keith Bauer (2004). Covert Video Surveillance of Parents Suspected of Child Abuse: The British Experience and Alternative Approaches. [REVIEW] Theoretical Medicine and Bioethics 25 (4):311-327.score: 24.0
    One million cases of child maltreatment and twelve hundred child deaths due to abuse and neglect occur per year. But since many cases of abuse and neglect remain either unreported or unsubstantiated due to insufficient evidence, the number of children who are abused, neglected, and killed at the hands of family caregivers is probably higher. One approach to combat child abuse in the U.K. has been the employment of hospital-based covert video surveillance (CVS) to monitor parents suspected (...)
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  26. Juliet Tizzard (2004). Sex Selection, Child Welfare and Risk: A Critique of the HFEA's Recommendations on Sex Selection. Health Care Analysis 12 (1):61-68.score: 24.0
    This paper will examine the recent Human Fertilisation and Embryology Authority public consultation on sex selection. It will review the current regulation on sex selection in the United Kingdom and critically examine the outcomes of the HFEA consultation. The paper will argue that the current ban on embryo sex selection for social reasons and a proposed ban on sperm selection are not justified. There is no evidence for sex selection causing an increase in sex discrimination; creating a slippery slope towards (...)
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  27. Paul Smeyers (2008). Child-Rearing: On Government Intervention and the Discourse of Experts. Educational Philosophy and Theory 40 (6):719-738.score: 24.0
    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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  28. Bill Wringe (2011). Cognitive Individualism and the Child as Scientist Program. Studies in History and Philosophy of Science Part C 42 (4):518-529.score: 24.0
    n this paper, I examine the charge that Gopnik and Meltzoff’s ‘Child as Scientist’ program, outlined and defended in their 1997 book Words, Thoughts and Theories is vitiated by a form of ‘cognitive individualism’ about science. Although this charge has often been leveled at Gopnik and Meltzoff’s work, it has rarely been developed in any detail. -/- I suggest that we should distinguish between two forms of cognitive individualism which I refer to as ‘ontic’ and ‘epistemic’ cognitive individualism (OCI (...)
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  29. Vincent W. J. Van Gerven Oei (2012). Cumposition: Theses on Philosophy's Etymology. Continent 2 (1).score: 24.0
    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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  30. John Harris (2000). The Welfare of the Child. Health Care Analysis 8 (1):27-34.score: 24.0
    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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  31. A. R. Ndiaye (2010). Religion, Faith and Toleration. Diogenes 56 (4):17-27.score: 24.0
    The religious intolerance that nowadays feeds a number of current conflicts leads us to rethink our modern conception of toleration, which emerged from the theological and philosophical debates accompanying or thrown up by the doctrinal controversies and politico-religious wars of the 16th and 17th centuries. It is defined by respect for distinct orders: that of conscience and that of the law, private and public, faith and reason. It bears the mark of religion and theology and relates to the idea (...)
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  32. James D. Sellmann (1999). The Origin and Role of the State According to the Li Shi Chunqiu. Asian Philosophy 9 (3):193 – 218.score: 24.0
    To study the L shi chunqiu (or L -shih ch'un-ch'iu. Master L 's Spring and Autumn Annals is to enter into the tumultuous but progressive times of the Warring States period (403-221 BCE). 1 This period is commonly referred to as 'the pre-Qin period' because of the fundamental changes that occurred after the Qin unification. Liishi chunqiu was probably completed, in 241 BCE, by various scholars at the estate of L Buwei (L Pu-wei) the prime minister of Qin and tutor (...)
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  33. 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.score: 24.0
    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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  34. Eileen A. Joy (2013). Disturbing the Wednesday-Ish Business-as-Usual of the University Studium: A Wayzgoose Manifest. Continent 2 (4):260-268.score: 24.0
    In this issue we include contributions from the individuals presiding at the panel All in a Jurnal's Work: A BABEL Wayzgoose, convened at the second Biennial Meeting of the BABEL Working Group. Sadly, the contributions of Daniel Remein, chief rogue at the Organism for Poetic Research as well as editor at Whiskey & Fox , were not able to appear in this version of the proceedings. From the program : 2ND BIENNUAL MEETING OF THE BABEL WORKING GROUP CONFERENCE “CRUISING IN (...)
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  35. Michael Peters (2001). Wittgensteinian Pedagogics: Cavell on the Figure of the Child in the Investigations. Studies in Philosophy and Education 20 (2):125-138.score: 24.0
    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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  36. 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.score: 24.0
    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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  37. Damian H. Adams (2013). Conceptualising a Child-Centric Paradigm. Journal of Bioethical Inquiry 10 (3):369-381.score: 24.0
    Since its inception, donor conception practices have been a reproductive choice for the infertile. Past and current practices have the potential to cause significant and lifelong harm to the offspring through loss of kinship, heritage, identity, and family health history, and possibly through introducing physical problems. Legislation and regulation in Australia that specifies that the welfare of the child born as a consequence of donor conception is paramount may therefore be in conflict with the outcomes. Altering the paradigm to (...)
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  38. Lars Alberth (2013). Body Techniques of Vulnerability: The Generational Order and the Body in Child Protection Services. Human Studies 36 (1):67-88.score: 24.0
    The paper seeks to analyze children’s bodily vulnerability as grounded in generational order. The thesis is put forward, that the generational order is embodied via body techniques of vulnerability, deployed both by adults and children. In presenting results from research on professional responses to child maltreatment and neglect, three sets of age related body techniques of vulnerability are identified, concerning caregivers, professionals and the children itself.
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  39. Bernadette Baker (2003). Plato's Child and the Limit-Points of Educational Theories. Studies in Philosophy and Education 22 (6):439-474.score: 24.0
    This paper analyzes how the figure of the childhas been used to authorize a series ofboundaries that have constituted thelimit-points of educational theories orphilosophies. Limit-points are the conceptualboundaries that educational theories produce,move within, respond to, and make use ofbecause the perception is that they cannot beargued away or around at the time. A method ofcomparative historico-philosophy is used tocontrast limit-points in Platonic figurationsof the child and education with childcenteredand eugenic theories of the late nineteenth andtwentieth century West. The figuration (...)
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  40. 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.score: 24.0
    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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  41. Inga Kudinavičiūtė-Michailovienė & Jolanta Vėgelienė (2012). Child Maintenance: Several Topical Theoretical and Practical Aspects. Jurisprudence 19 (1):209-229.score: 24.0
    The Constitution of the Republic of Lithuania1 determines that both parents have to maintain their minors, while the state has to establish conditions under which parents would be able to do their duties, i.e. undertakes responsibility to maintain the children who lack the maintenance from their parents. Latter obligations are concretized in the Civil Code of the Republic of Lithuania2 (3.192–3.204 art.). It also anticipates the principles under which the child’s maintenance should be provided, its forms, size criteria and (...)
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  42. Daniel Yurovsky, Chen Yu & Linda B. Smith (2012). Statistical Speech Segmentation and Word Learning in Parallel: Scaffolding From Child-Directed Speech. Frontiers in Psychology 3.score: 24.0
    In order to acquire their native languages, children must learn richly structured systems with regularities at multiple levels. While structure at different levels could be learned serially, e.g. speech segmentation coming before word-object mapping, redundancies across levels make parallel learning more efficient. For instance, a series of syllables is likely to be a word not only because of high transitional probabilities, but also because of a consistently co-occurring object. But additional statistics require additional processing, and thus might not be useful (...)
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  43. Tamas Bereczkei & Andras Csanaky (1996). Evolutionary Pathway of Child Development. Human Nature 7 (3):257-280.score: 24.0
    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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  44. Scott H. Bilow (1990). Rationality and Moral Status. Philosophy of Education:172-175.score: 24.0
    Response to Mark Weinstein's "Reason and the Child." Questions the connection between "rationality" and children's moral status.
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  45. Jeffrey Blustein (2012). Doing the Best for One's Child: Satisficing Versus Optimizing Parentalism. [REVIEW] Theoretical Medicine and Bioethics 33 (3):199-205.score: 24.0
    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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  46. Voltairine de Cleyre, The Dominant Idea (1910).score: 24.0
    DI.1 On everything that lives, if one looks searchingly, is limned the shadow line of an idea – an idea, dead or living, sometimes stronger when dead, with rigid, unswerving lines that mark the living embodiment with the stern immobile cast of the non living. Daily we move among these unyielding shadows, less pierceable, more enduring than granite, with the blackness of ages in them, dominating living, changing bodies, with dead, unchanging souls. And we meet, also, living souls dominating (...)
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  47. Anastasia De Vita (2014). Children and Questions of Meaning Through Adults' Representation. On the Image of Philosopher Child. Childhood and Philosophy 10 (19):109-127.score: 24.0
    This article regards a particular way through which adults take children into consideration and listen their voices. Reflections have sprung from a research context, focused on existential questions that children pose during their preschool years in early education settings. The research explored the meanings of these questions for children and adults involved in their education. The questions of meaning emerged by children’s discourses are considered through the representations of childhood that subtend parents and teachers’ educational practices. The article discusses one (...)
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  48. Linda J. Graham (2008). Child-Rearing Inc.: On the Perils of Political Paralysis Down Under. Educational Philosophy and Theory 40 (6):739-746.score: 24.0
    In his 2007 PESA keynote address, Paul Smeyers discussed the increasing regulation of child-rearing through government intervention and the generation of 'experts', citing particular examples from Europe where cases of childhood obesity and parental neglect have stirred public opinion and political debate. In his paper ('Child-Rearing: On government intervention and the discourse of experts', this issue), Smeyers touches on a number of tensions before concluding that child-rearing qualifies as a practice in which liberal governments should be reluctant (...)
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  49. Joe Frank Jones (1994). Moral Growth in Children's Literature. Philosophy in the Contemporary World 1 (4):10-19.score: 24.0
    This essay applies a plausible model for moral growth to examples of secular and religious children’s literature. The point is that moral maturation, given this model, requires imaginary worlds on both secular and religious presuppositions. Trying to guide a child’s reading toward either religious or secular books rather than toward good literature is shown therefore to miss the mark of good parenting.
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  50. José Andrés Quintero Restrepo (2013). Mark Twain y la verdad nociva. Escritos 20 (45):417-434.score: 24.0
    Samuel Langhorne Clemens o Mark Twain es el autor del Diario de Adán y Eva, Un yanki en la corte del rey Arturo, Las aventuras de Tom Sawyer, Las aventuras de Huckleberry Finn y otras. Este escritor norteamericano asumió la práctica literaria como un asunto que va más allá del entretenimiento: escribió para interpelar al lector. Y este detalle salta a la vista con un libro que rara veces es referenciado: Sobre la decadencia del arte de mentir, texto que (...)
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