Search results for 'Marshall D. Willman' (try it on Scholar)

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  1.  29
    Marshall D. Willman (2009). Illocutionary Force and its Relation to Mood: Comparative Methodology Reconsidered. Dao: A Journal of Comparative Philosophy 8 (4):439-455.
    It is sometimes argued that the study of grammar is irrelevant or unimportant in the business of comparative philosophy, or that it ought to be avoided in favor of methods that presuppose a strongly pragmatic point of view. In this regard, some philosophers have expressed skepticism about whether facts about grammar have anything to offer in the adjudication of competing theories of interpretation or translation. This essay argues that a strongly pragmatic orientation in comparative philosophy invariably overlooks an important role (...)
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  2.  1
    Marshall D. Willman (2010). Logical Analysis and Later Mohist Logic: Some Comparative Reflections [Abstract]. Comparative Philosophy 1 (1):53-77.
    Any philosophical method that treats the analysis of the meaning of a sentence or expression in terms of a decomposition into a set of conceptually basic constituent parts must do some theoretical work to explain the puzzles of intensionality. This is because intensional phenomena appear to violate the principle of compositionality, and the assumption of compositionality is the principal justification for thinking that an analysis will reveal the real semantical import of a sentence or expression through a method of decomposition. (...)
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  3. Bruce D. Marshall (2011). Beatus Vir: Thomas d'Aquin, Romains 4, Et le Rôle de l'Imputation Dans la Justification. Revue Thomiste 111 (1):5-34.
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  4.  4
    James D. Marshall (2006). Simone de Beauvoir: The Philosophy of Lived Experience. Educational Theory 56 (2):177-189.
    Simone de Beauvoir, best known outside France as a leading modern feminist theorist, is also recognized as a writer of literature, philosophy, and drama. In this essay, James D. Marshall aims to present Beauvoir, not as a mere entry in the history of French philosophy, nor as an under‐laborer to Jean‐Paul Sartre, but as someone who has important philosophical insights to contribute to ongoing debates on the human condition, including those concerned with education. Central to these debates are issues (...)
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  5. Trevor G. Marshall (2008). Vitamin D Discovery Outpaces FDA Decision Making. Bioessays 30 (2):173-182.
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  6.  7
    F. H. Marshall (1925). The Roman Toga The Roman Toga. By Lillian M. Wilson, Ph.D. (The Johns Hopkins University Studies in Archaeology, No. 1.) Pp. 132; Seventy–Five Half-Toneblocks. Baltimore: The Johns Hopkins Press, 1924. $5.00. [REVIEW] The Classical Review 39 (5-6):131-132.
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  7.  5
    O. D. (1978). Empedocles with a Prefatory Essay 'Empedocles and T. S. Eliot' by Marshall Mcluhan. Review of Metaphysics 31 (3):488-489.
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  8.  2
    F. H. Marshall (1927). Roman Private Life and its Survivals. By W. B. McDaniel, Ph.D., Professor of Latin, University of Pennsylvania. (Our Debt to Greece and Rome, 43.) Pp. Xii + 203. London: Harrap, 1925. 5s. Net. [REVIEW] The Classical Review 41 (01):44-.
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  9.  4
    F. H. A. Marshall (1911). The Works of Aristotle The Works of Aristotle. Translated Into English Under the Editorship of J. A. Smith and W. D. Ross. Vol. IV. Historia Animalium, by D'Arcy Wentworth Thompson. Oxford: Clarendon Press, 1910. Price 10s. 6d. Net. [REVIEW] The Classical Review 25 (07):208-209.
  10.  5
    Peter K. Marshall (2001). Eutropius J. Hellengouarc'h (Ed.): Eutrope , Abrégé d'Histoire Romaine (Collection Budé). Pp. Lxxxv + 274. Paris: Les Belles Lettres, 1999. Cased. ISBN: 2-251-01414-. [REVIEW] The Classical Review 51 (02):271-.
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  11.  3
    F. H. A. Marshall (1912). The Works of Aristotle De Partibus Animalium. By William Ogle. Translated Into English Under the Editorship of J. A. Smith and W. D. Ross. Oxford: Clarendon Press, 1911. 5s. Net. [REVIEW] The Classical Review 26 (06):186-188.
  12.  1
    Peter K. Marshall (1983). Isidore of Seville, Etymologies: Livre XVII, de l'Agriculture, Ed. And Trans, Jacques André. Paris: Société d'Edition “Les Belles Lettres,” 1981. Paper. Pp. 257. [REVIEW] Speculum 58 (1):264-265.
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  13.  2
    F. H. A. Marshall (1911). The Works of Aristotle The Works of Aristotle. Translated Into English Under the Editorship of J. A. Smith and W. D. Ross. De Generatione Animalium, by Arthur Platt. Oxford: Clarendon Press, 1910. 7s. 6d. Net. [REVIEW] The Classical Review 25 (03):85-87.
  14.  1
    Peter K. Marshall (2001). Mopping Up Operations A. Bouvet, J.-C. Richard(Edd., Trans.): Pseudo-César , Guerre d'Afrique (Collection des Universités de France Publiée Sous le Patronage de l'Association Guillaume Budé). Pp. Lxv + 143, Map. Paris: Les Belles Lettres, 1997. Cased, Frs. 295. ISBN: 2-251-01399-7. N. Diouron (Ed., Trans.): Pseudo–César , Guerre d'Espagne (Collection des Universités de France Publiée Sous le Patronage de l'Association Guillaume Budé). Pp. Cix + 196, Maps. Paris: Les Belles Lettres, 1999. Cased. ISBN: 2-251-01413-. [REVIEW] The Classical Review 51 (01):49-.
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  15. P. K. Marshall (1978). The Budé Palladius René Martin: Palladius, Traité d'Agriculture, Tome Premier (Livres I Et II). (Collection Budé.) Pp. Lxvii + 209. Paris: Les Belles Lettres, 1976. Cloth, 73 Frs. [REVIEW] The Classical Review 28 (02):271-272.
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  16. F. H. A. Marshall (1913). The Works of Aristotle De Motu Animalium; De Incessu Animalium. By A. S. L. Farquharson. Translated Into English Under the Editorship of S. A. Smith and W. D. Ross. Oxford: Clarendon Press, 1913. 2S. Net. [REVIEW] The Classical Review 27 (08):283-284.
  17.  17
    James D. Marshall (1989). The Incompatibility of Punishment and Moral Education: A Reply to Peter Hobson. Journal of Moral Education 18 (2):144-147.
    Abstract In his paper ?The compatibility of punishment and moral education?, Hobson (1986) attempts to refute arguments which I had advanced (Marshall, 1984) to the effect that there were incompatibilities between claims to be morally educating children and to be punishing them. I wish to point out in Hobson's paper some questionable interpretations of the punishment literature and a serious flaw in the argument. More importantly, I wish to advance the debate by recourse to historical material and the work (...)
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  18.  3
    R. B. Nicodemus & D. Marshall (1975). Familiarity of Head Teachers with Twenty‐Five New Curriculum Projects. Educational Studies 1 (3):191-200.
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  19. D. Marshall (2005). Eugenio Canone. II dorso E il grembo dell'etemo: Percorsi deuafilosofia di Giordano Bruno. Early Science and Medicine 10 (3):441.
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  20. D. Marshall & J. King (1990). One in ten Adults Illiterate, Incite, 11: 1, 1–9. Marton, F.(1986). Phenomenography–A Research Approach to Investigating Different Understandings of Reality. [REVIEW] Journal of Thought 21:3-28.
     
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  21. D. L. Marshall (2010). The Origin and Character of Hannah Arendt's Theory of Judgment. Political Theory 38 (3):367-393.
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  22.  47
    D. Zohar & I. N. Marshall (1990). The Quantum Self. Morrow.
  23. James D. Marshall (forthcoming). Foucault and Neo-Liberalism: Biopower and Busno-Power. Philosophy of Education.
     
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  24.  3
    James D. Marshall (2007). Philosophy, Polemics, Education. Studies in Philosophy and Education 26 (2):97-109.
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  25. M. A. Peters, J. D. Marshall & P. Smeyers (2001). Nietzsche's Legacy for Education Past and Present Values.
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  26. Jon C. Marshall, Sarah D. Caldwell & Jeanne Foster (2011). Moral Education the CHARACTERplus Way®. Journal of Moral Education 40 (1):51-72.
    Traditional approaches to character education have been viewed by many educators as an attempt to establish self control within students to habituate them to prescribed behaviour and as nothing more than a ?bits?and?pieces? approach to moral education. While this is accurate for many character education programmes, integrated multi?dimensional character education embraces both moral education and character formation. Students learn to identify and process social conventions within the core values of the school and community and have opportunities to learn practical reasoning (...)
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  27. James D. Marshall (1996). The Autonomous Chooser And?Reforms? In Education. Studies in Philosophy and Education 15 (1-2):89-96.
  28.  94
    Robert Keith Shaw, Michael A. Peters & James D. Marshall (1986). The Development and Trials of a Decision-Making Model. Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision (...)
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  29.  38
    James D. Marshall (2001). A Critical Theory of the Self: Wittgenstein, Nietzsche, Foucault. Studies in Philosophy and Education 20 (1):75-91.
    Critical thinking, considered as a version of informallogic, must consider emotions and personal attitudesin assessing assertions and conclusions in anyanalysis of discourse. It must therefore presupposesome notion of the self. Critical theory may be seenas providing a substantive and non-neutral positionfor the exercise of critical thinking. It thereforemust presuppose some notion of the self. This paperargues for a Foucauldean position on the self toextend critical theory and provide a particularposition on the self for critical thinking. Thisposition on the self is (...)
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  30.  24
    James D. Marshall (1999). Performativity: Lyotard and Foucault Through Searle and Austin. Studies in Philosophy and Education 18 (5):309-317.
    Lyotard talks of performativity or the subsumption of education to the efficient functioning of the social system. Education is no longer to be concerned with the pursuit of ideals such as that of personal autonomy or emancipation, but with the means, techniques or skills that contribute to the efficient operation of the state in the world market and contribute to maintaining the internal cohesion and legitimation of the state. But this requires individuals of a certain kind -- not Kantian autonomous (...)
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  31.  9
    James D. Marshall (1985). Wittgenstein on Rules: Implications for Authority and Discipline in Education. Journal of Philosophy of Education 19 (1):3–11.
  32.  8
    James D. Marshall (1997). Michel Foucault: Problematising the Individual and Constituting 'The' Self. Educational Philosophy and Theory 29 (1):32-49.
    (1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49. doi: 10.1111/j.1469-5812.1997.tb00526.x.
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  33.  29
    James D. Marshall (1984). Punishment and Moral Education. Journal of Moral Education 13 (2):83-89.
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  34.  27
    James D. Marshall (2002). Michel Foucault: Liberation, Freedom, Education. Educational Philosophy and Theory 34 (4):413–418.
  35. J. D. Marshall (2006). The Meaning of the Concept of Education: Searching for the Lost Arc. Journal of Thought 41 (3):33.
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  36.  6
    G. D. Marshall (1968). On Being Affected. Mind 77 (306):243-259.
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  37.  8
    James D. Marshall (1990). Asking Philosophical Questions About Education: Foucault on Punishment. Educational Philosophy and Theory 22 (2):81–92.
  38.  8
    James D. Marshall (2009). An Educational Journey. Educational Philosophy and Theory 41 (7):774-776.
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  39.  7
    James D. Marshall (2009). Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times. Educational Philosophy and Theory 41 (1):79-90.
    In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching , arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement (...)
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  40.  17
    Jocelyn Downie, Matthais Schmidt, Nuala Kenny, Ryan D’Arcy, Michael Hadskis & Jennifer Marshall (2007). Paediatric MRI Research Ethics: The Priority Issues. [REVIEW] Journal of Bioethical Inquiry 4 (2):85-91.
    In this paper, we first briefly describe neuroimaging technology, our reasons for studying magnetic resonance imaging (MRI) technology, and then provide a discussion of what we have identified as priority issues for paediatric MRI research. We examine the issues of respectful involvement of children in the consent process as well as privacy and confidentiality for this group of MRI research participants. In addition, we explore the implications of unexpected findings for paediatric MRI research participants. Finally, we explore the ethical issues (...)
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  41.  4
    James D. Marshall (1998). Information on Information: Recent Curriculum Reform. [REVIEW] Studies in Philosophy and Education 17 (4):313-321.
    Recent curriculum ‘reform’ in western educational systems has seen a major emphasis on electronic technology, but reform literature seldom problematises the form that this new education should take in this new mode of information. From the particular case of New Zealand it is argued that knowledge has been replaced by information, knowing that (something is the case) by knowing how (acquiring skills), while electronic writing tends to be treated as a mere extension of print literacy. However, the information economy is (...)
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  42. Bruce D. Marshall & G. Lindbeck (1989). Aquinas as Postliberal Theologian. The Thomist 53 (3):353-406.
     
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  43.  47
    G. D. Marshall (1970). Attention and Will. Philosophical Quarterly 20 (January):14-25.
  44.  12
    J. D. Marshall (1975). Punishment and Education. Educational Theory 25 (2):148-155.
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  45.  2
    James D. Marshall (1995). Wittgenstein and Foucault: Resolving Philosophical Puzzles. [REVIEW] Studies in Philosophy and Education 14 (2-3):329-344.
  46. James D. Marshall (1998). Michel Foucault: Philosophy, Education, and Freedom as an Exercise Upon the Self. In Michael Peters (ed.), Naming the Multiple: Poststructuralism and Education. Bergin & Garvey
     
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  47.  4
    James D. Marshall (2001). Varieties of Neo-Liberalism: A Foucaultian Perspective1. Educational Philosophy and Theory 33 (3-4):293-304.
  48.  5
    James D. Marshall (2004). Two Forms of Philosophical Argument or Critique. Educational Philosophy and Theory 36 (4):459–469.
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  49. Bruce D. Marshall (1995). We Shall Bear the Image of the Man of Heaven': Theology and the Concept of Truth. Modern Theology 11 (1):93-117.
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  50.  22
    James D. Marshall (1998). Kenneth Wain on Foucault and Postmodernism: A Reply. Studies in Philosophy and Education 17 (2/3):177-183.
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