Search results for 'Philosophy, Indic Study and teaching' (try it on Scholar)

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  1. Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.score: 441.0
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  2. Nigel Warburton (2004). Philosophy: The Essential Study Guide. Routledge.score: 423.0
    Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...)
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  3. Richard King (1999). Orientalism and Religion: Postcolonial Theory, India and 'the Mystic East'. Routledge.score: 414.0
    Orientalism and Religion offers us a timely discussion of the implications of contemporary post-colonial theory for the study of religion. Drawing on a variety of post-structuralist and post-colonial thinkers, including Foucault, Gadamer, Said, and Spivak, Richard King examines the way in which notions such as mysticism, religion, Hinduism and Buddhism are taken for granted, and shows us how religion needs to be redescribed along the lines of cultural studies.
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  4. Assist Prof Dr Aytekin Demircioğlu (1998). An Evaluation of the Concepts and Problems of Philosophy of Religion in Terms of Teaching Religion: A Study Into the Units of Philosophy of Religion and Religious Concepts in the Programs of Teaching Philosophy. Philosophy 2 (25):36.score: 414.0
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  5. Willis Moore (1969). A Pioneer Study of the Teaching of Philosophy in the High School. Journal of Critical Analysis 1 (3):216-218.score: 405.0
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  6. Vāsudeva Dvivedī, Dharmadatta Caturvedī, Śaradindukumāra Tripāṭhī & Ramākānta Paṭeriyā (eds.) (2006). Saṃskr̥tasevāsādhanā: Sva. Paṃ. Vāsudevadvivedīśāstrimahodayānāmatmaprakarṣaṃ Kartr̥tvaṃ Saṃskr̥tapracārāvadānam Cādhikr̥tya Nibaddho'yam Abhinandanagranthaḥ. Abhinandanagranthasamitiḥ.score: 396.0
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  7. Michael Ruse (1990). Making Use of Creationism. A Case-Study for the Philosophy of Science Classroom. Studies in Philosophy and Education 10 (1):81-92.score: 360.0
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  8. Desh Raj Sirswal (2013). TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY. University News 51 (18):21-23.score: 342.0
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make (...)
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  9. Harold Eugene Davis (1965). The Teaching of Philosophy in Universities of the United States. Washington, Pan American Union.score: 342.0
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  10. Theodore Meyer Greene (1951). Religious Perspectives of College Teaching in Philosophy. New Haven, Edward W. Hazen Foundation.score: 342.0
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  11. Howard Evans Kiefer (1956). A Study of the Place of Instruction in General Philosophy in the General Education of Teachers. [Buffalo.score: 342.0
     
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  12. Sven Erik Nordenbo (1989). The Teaching of Philosophy in the Upper Secondary Schools in Western Europe: A Survey. Danish Institute for Educational Research.score: 342.0
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  13. P. George Victor (ed.) (1998). Teaching Philosophy in the Twenty-First Century. D.K. Printworld.score: 342.0
     
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  14. James Amanze, F. Nkomazana & Obed N. Kealotswe (eds.) (2010). Biblical Studies, Theology, Religion, and Philosophy: An Introduction for African Universiteis. Zapf Chancery.score: 288.0
    This book introduces the study of Biblical studies, theology, religion and philosophy from an African perspective. The book comprises twenty six chapters divided into four sections.
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  15. Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.score: 283.5
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional (...)
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  16. Candradhara Śarmā (1996). The Advaita Tradition in Indian Philosophy: A Study of Advaita in Buddhism, Vedānta and Kāshmīra Shaivism. Motilal Banarsidass Publishers.score: 283.5
    This work is indeed a masterly survey of Mahayana Buddhism, Advaita Vedanta and kashmira Shaivism which brings into rominence the author`s original contributions some of which are of outstanding merit for a correct appreciation of the ...
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  17. George Webster Haupt (1935/1972). An Experimental Application of a Philosophy of Science Teaching in an Elementary School. [New York,Ams Press.score: 274.5
     
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  18. Lynsey Wolter (2010). Teaching & Learning Guide For: Demonstratives in Philosophy and Linguistics. Philosophy Compass 5 (1):108-111.score: 270.0
    Demonstrative noun phrases (e.g. this; that guy over there ) are intimately connected to the context of use in that their reference is determined by demonstrations and/or the speaker's intentions. The semantics of demonstratives therefore has important implications not only for theories of reference, but for questions about how information from the context interacts with formal semantics. First treated by Kaplan as directly referential , demonstratives have recently been analyzed as quantifiers by King, and the choice between these two approaches (...)
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  19. Rajendra Prasad (2008). A Conceptual-Analytic Study of Classical Indian Philosophy of Morals. Jointly Published by Centre for Studies in Civilization and Concept Pub. Co. For the Project of History of Indian Science, Philosophy, and Culture.score: 270.0
    Using recontructive ideas available in classical Indian original works, this book makes a departure in the style of modern writings on Indian moral philosophy.
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  20. Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) (1992). Studies in Philosophy for Children: Harry Stottlemeier's Discovery. Temple University Press.score: 261.0
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  21. Rajendra Prasad (ed.) (2009). A Historical-Developmental Study of Classical Indian Philosophy of Morals. Project of History of Indian Science, Philosophy and Culture, Centre for Studies in Civilizations.score: 261.0
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  22. Arvind Mandair (2004). Auto-Immunity in the Study of Religions(S): Ontotheology, Historicism and the Theorization of Indic Culture. Sophia 43 (2):63-85.score: 261.0
    Despite the prevalence of post-colonial theory in the humanities and social sciences, why is it that the two main secular formations in the study of religion(s), as philosophy of religion and history of religions, continue to deploy very similar mechanisms that reconstitute past imperialisms such as the hegemony of theory as specifically Western and/or the division of labor between universal and particular knowledge formations? To answer this question this paper stages an oblique engagement between the seemingly divergent discourses: (i) (...)
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  23. Anindita Niyogi Balslev (1983). A Study of Time in Indian Philosophy. O. Harrassowitz.score: 261.0
     
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  24. Shashi Bala (1996). Man, Being and Meaning: A Comparative Study of Guru Nanak's Philosophy and Indian Philosophy. Guru Nanak Dev University.score: 261.0
  25. Shantaram Anant Desai (1987). A Study of the Indian Philosophy. Anupama Publications.score: 261.0
     
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  26. Bijayananda Kar (1985). Indian Philosophy: An Analytical Study. Distributors, Ajanta Books International.score: 261.0
     
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  27. Bijayananda Kar (1978). The Theories of Error in Indian Philosophy: An Analytical Study. Distributors, Ajanta Books International.score: 261.0
     
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  28. Ashok Kumar Lad (1967). A Comparative Study of the Concept of Liberation in Indian Philosophy. [Burhanpur, Girdharlal Keshavdas].score: 261.0
     
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  29. M. Rafique (1988). Indian and Muslim Philosophy: A Comparative Study. Ashish Pub. House.score: 261.0
  30. Sushanta Sen (1978). A Study of Universals, with Special Reference to Indian Philosophy. Research Publications Committee, Visva-Bharati.score: 261.0
     
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  31. L. C. Shastri (2002). Indian Philosophy of Knowledge: Comparative Study. Global Vision Pub. House.score: 261.0
     
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  32. Dhirendra Sharma (1974). The Negative Dialectics: A Study of the Negative Dialecticism in Indian Philosophy. Sterling Publishers.score: 261.0
     
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  33. Robert Alan Segal (ed.) (1996). Philosophy, Religious Studies, and Myth. Garland Pub..score: 259.5
     
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  34. Lizzy Lewis & Nick Chandley (eds.) (2012). Philosophy for Children Through the Secondary Curriculum. Continuum International Pub. Group.score: 258.0
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is written (...)
     
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  35. Matthew J. Hayden (2012). What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals. Studies in Philosophy and Education 31 (1):1-27.score: 252.0
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of educational philosophy were (...)
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  36. Douglas Walton (2006). Araucaria as a Tool for Diagramming Arguments in Teaching and Studying Philosophy. Teaching Philosophy 29 (2):111-124.score: 250.0
    This paper explains how to use a new software tool for argument diagramming available free on the Internet, showing especially how it can be used in the classroom to enhance critical thinking in philosophy. The user loads a text file containing an argument into a box on the computer interface, and then creates an argument diagram by dragging lines (representing inferences) from one node (proposition) to another. A key feature is the support for argumentation schemes, common patterns of defeasible reasoning (...)
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  37. F. Macagno, D. Walton, G. Rowe & C. Reed (2006). Araucaria as a Tool for Diagramming Arguments in Teaching and Studying Philosophy . Teaching Philosophy 29 (2):111-124,.score: 243.0
  38. James P. Shaver (1980). The Teaching of Philosophy in Social Studies. In George S. Maccia (ed.), On Teaching Philosophy. School of Education, Indiana University.score: 243.0
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  39. Tomomi Asakura (2011). On Buddhistic Ontology: A Comparative Study of Mou Zongsan and Kyoto School Philosophy. Philosophy East and West 61 (4):647-678.score: 240.0
    Mou Zongsan's notion of "Buddhistic ontology" is interpreted here in its fundamental difference from his own previous metaphysical scheme, in the light of the Kyoto School philosophers' similar attempts to resolve the Kantian antinomy of practical reason. This is an alternative both to the analysis provided by previous interpreters of Mou's Buddhistic philosophy, such as Hans-Rudolf Kantor and N. Serina Chan, and to the comparative studies of Mou's theories with Kyoto School philosophy by Ng Yu-kwan. Previous researchers considered Mou's Buddhist (...)
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  40. Myles Jackson (2001). Philosophy and Social Studies of Biology, the American Association for the Advancement of Science and the International History, Philosophy and Science Teaching Group. Kelly Hamilton is an Assistant Professor at Saint Marys College, Notre Dame, IN. Her Article,“Wittgenstein and the Minds Eye,” Recently Ap. [REVIEW] Perspectives on Science 9 (1).score: 232.5
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  41. Michael R. Matthews (1990). History, Philosophy and Science Teaching What Can Be Done in an Undergraduate Course? Studies in Philosophy and Education 10 (1):93-97.score: 229.5
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  42. Jennifer G. Jesse (2011). Reflections on the Benefits and Risks of Interdisciplinary Study in Theology, Philosophy, and Literature. American Journal of Theology and Philosophy 32 (1):62 - 73.score: 225.0
    In recent years, multidisciplinary study has become all the rage in academic circles. Scholars have been going all out for interdisciplinarity, not only in research programs, but pedagogically in the classroom, and structurally in higher education curricula. Fewer and fewer cautionary voices are being heeded or even heard in this conversation. In this essay, I advocate a mediating position on this issue that has emerged from reflecting on my own professional work with interdisciplinary scholarship. That work includes research, scholarship, (...)
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  43. William E. Stempsey (1999). The Quarantine of Philosophy in Medical Education: Why Teaching the Humanities May Not Produce Humane Physicians. Medicine, Health Care and Philosophy 2 (1):3-9.score: 225.0
    Patients increasingly see physicians not as humane caregivers but as unfeeling technicians. The study of philosophy in medical school has been proposed to foster critical thinking about one's assumptions, perspectives and biases, encourage greater tolerance toward the ideas of others, and cultivate empathy. I suggest that the study of ethics and philosophy by medical students has failed to produce the humane physicians we seek because of the way the subject matter is quarantined in American medical education. First, the (...)
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  44. Jurate Morkuniene (2006). The Application of the Problem Method in Teaching Philosophy. The Proceedings of the Twenty-First World Congress of Philosophy 4:105-109.score: 225.0
    This is an attempt to clarify principally some fundamental ideas clustered around the concept of the formal conditions which would constitute the fruitful study of philosophy. First, an ideal study situation would require the student to participate in the object-subject dialogue; philosophical studies are an active dialogue between the text and the subject. Next, philosophy is a paradigmatically and historically changing institution, grounded on the notions of discipline, autonomy and authority. The idea is that we are currently facing (...)
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  45. John Cartwright (2010). Naturalising Ethics: The Implications of Darwinism for the Study of Moral Philosophy. [REVIEW] Science and Education 19 (4-5):407-443.score: 216.0
    The nature of moral values has occupied philosophers and educationalists for centuries and a variety of claims have been made about their origin and status. One tradition suggests they may be thoughts in the mind of God; another that they are eternal truths to be reached by rational reflection (much like the truths of mathematics) or alternatively through intuition; another that they are social conventions; and another (from the logical positivists) that they are not verifiable facts but simply the expression (...)
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  46. Matthew Lipman (1988). Philosophy Goes to School. Temple University Press.score: 216.0
    Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...
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  47. Matthew Lipman (1980). Philosophy in the Classroom. Temple University Press.score: 216.0
    This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.
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  48. D. Andler (ed.) (1995). Facets of Rationality. Sage Publications.score: 216.0
    Scholars from various philosophical schools of thought, including cultural relativism, hermeneutics, and postmodernism, have recently critiqued rationalism in light of new developments in the cognitive sciences. Each of these new developments set into motion new inquiries in each school philosophical school of thought. Now, in Facets of Rationality, a distinguished team of scholars examines these new inquiries and bring rationality back into the mainstream of the social sciences. The unique feature of this book lies in its multidisciplinary exploration of rational (...)
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  49. Robert C. Solomon (1975). Graduate Study in Continental Philosophy in American Universities. Teaching Philosophy 1 (2):159-174.score: 216.0
  50. Jon A. Miller (2000). Why Study Philosophy? Teaching Philosophy 23 (4):359-380.score: 216.0
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