Search results for 'Play' (try it on Scholar)

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  1.  5
    Fair Play (2007). Competton and Fair Play. In William J. Morgan (ed.), Ethics in Sport. Human Kinetics, Inc 103.
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  2.  64
    Justin Tosi (2015). The Possibility of a Fair Play Account of Legitimacy. Ratio (3):1-12.
    The philosophical literature on state legitimacy has recently seen a significant conceptual revision. Several philosophers have argued that the state's right to rule is better characterized not as a claim right to obedience, but as a power right. There have been few attempts to show that traditional justifications for the claim right might also be used to justify a power right, and there have been no such attempts involving the principle of fair play, which is widely regarded as the (...)
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  3.  89
    Marc Bekoff (2004). Wild Justice and Fair Play: Cooperation, Forgiveness, and Morality in Animals. [REVIEW] Biology and Philosophy 19 (4):489-520.
    In this paper I argue that we can learn much about wild justice and the evolutionary origins of social morality – behaving fairly – by studying social play behavior in group-living animals, and that interdisciplinary cooperation will help immensely. In our efforts to learn more about the evolution of morality we need to broaden our comparative research to include animals other than non-human primates. If one is a good Darwinian, it is premature to claim that only humans (...)
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  4.  63
    Robert L. Simon (2010). Fair Play: The Ethics of Sport. Westview Press.
    Addressing both collegiate and professional sports, the updated edition of Fair Play explores the ethical presuppositions of competitive athletics and their ...
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  5.  77
    Richard Dagger (2008). Punishment as Fair Play. Res Publica 14 (4):259-275.
    This article defends the fair-play theory of legal punishment against three objections. The first, the irrelevance objection, is the long-standing complaint that fair play fails to capture what it is about crimes that makes criminals deserving of punishment ; the others are the recently raised false-equivalence and lacks-integration objections. In response, I sketch an account of fair-play theory that is grounded in a conception of the political order as a meta- cooperative practice—a conception that falls somewhere between (...)
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  6.  11
    Yvette Pearson & Jason Borenstein (2013). The Intervention of Robot Caregivers and the Cultivation of Children's Capability to Play. Science and Engineering Ethics 19 (1):123-137.
    In this article, the authors examine whether and how robot caregivers can contribute to the welfare of children with various cognitive and physical impairments by expanding recreational opportunities for these children. The capabilities approach is used as a basis for informing the relevant discussion. Though important in its own right, having the opportunity to play is essential to the development of other capabilities central to human flourishing. Drawing from empirical studies, the authors show that the use of various types (...)
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  7.  4
    Megan Lee (2015). Power Shift: Play and Agency in Early Childhood. Childhood and Philosophy 11 (22):241-264.
    Considerable ferment exists around the changing nature of children’s play and its place in contemporary childhood. Traditional perspectives on early childhood research have tended to trivialize and obscure the possibilities inherent in children’s ways of knowing. Researchers seldom ask children what play means to them. This article proffers a relatively new image of childhood, one that presents young children as collaborators in research, as competent interpreters of their lived experience. This study investigates children’s knowledge: their knowledge about what (...)
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  8.  8
    L. Syd M. Johnson (2015). Sport-Related Neurotrauma and Neuroprotection: Are Return-to-Play Protocols Justified by Paternalism? Neuroethics 8 (1):15-26.
    Sport-related neurotrauma annually affects millions of athletes worldwide. The return-to-play protocol is the dominant strategy adopted by sports leagues and organizations to manage one type of sport-related neurotrauma: concussions. RTPs establish guidelines for when athletes with concussions are to be removed from competition or practice, and when they can return. RTPs are intended to be neuroprotective, and to protect athletes from some of the harms of sport-related concussions, but there is athlete resistance to and noncompliance with RTPs. (...)
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  9.  12
    Bradley J. Brummel, C. K. Gunsalus, Kerri L. Anderson & Michael C. Loui (2010). Development of Role-Play Scenarios for Teaching Responsible Conduct of Research. Science and Engineering Ethics 16 (3):573-589.
    We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.
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  10.  11
    John Bock & Sara E. Johnson (2004). Subsistence Ecology and Play Among the Okavango Delta Peoples of Botswana. Human Nature 15 (1):63-81.
    Children’s play is widely believed by educators and social scientists to have a training function that contributes to psychosocial development as well as the acquisition of skills related to adult competency in task performance. In this paper we examine these assumptions from the perspective of life-history theory using behavioral observation and household economic data collected among children in a community in the Okavango Delta of Botswana where people engage in mixed subsistence regimes of dry farming, foraging, and herding.We hypothesize (...)
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  11.  44
    Zachary Hoskins (2011). Fair Play, Political Obligation, and Punishment. Criminal Law and Philosophy 5 (1):53-71.
    This paper attempts to establish that, and explain why, the practice of punishing offenders is in principle morally permissible. My account is a nonstandard version of the fair play view, according to which punishment 's permissibility derives from reciprocal obligations shared by members of a political community, understood as a mutually beneficial, cooperative venture. Most fair play views portray punishment as an appropriate means of removing the unfair advantage an offender gains relative to law-abiding members of the community. (...)
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  12.  70
    Matt K. Stichter (2010). Rescuing Fair-Play as a Justification for Punishment. Res Publica 16 (1):73-81.
    The debate over whether ‘fair-play’ can serve as a justification for legal punishment has recently resumed with an exchange between Richard Dagger and Antony Duff. According to the fair-play theorist, criminals deserve punishment for breaking the law because in so doing the criminal upsets a fair distribution of benefits and burdens, and punishment rectifies this unfairness. Critics frequently level two charges against this idea. The first is that it often gives the wrong explanation of what makes crime deserving (...)
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  13.  32
    Marco C. Rozendaal, Bram A. L. Braat & Stephan A. G. Wensveen (2010). Exploring Sociality and Engagement in Play Through Game-Control Distribution. AI and Society 25 (2):193-201.
    This study explores how distributing the controls of a video game among multiple players affects the sociality and engagement experienced in game play. A video game was developed in which the distribution of game controls among the players could be varied, thereby affecting the abilities of the individual players to control the game. An experiment was set up in which eight groups of three players were asked to play the video game while the distribution of the game controls (...)
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  14.  31
    Antony Duff (2008). The Incompleteness of 'Punishment as Fair Play': A Response to Dagger. Res Publica 14 (4):277-281.
    Richard Dagger (in this issue) provides perhaps the most persuasive version of a ‘fair play’ theory of criminal punishment, grounded in an attractive liberal republican political theory. But, I argue, his version of the theory still faces serious objections: that its explanation of why some central mala in se are properly criminalised is still distorting, despite his appeal to the burdens of ‘general compliance’; and that it cannot adequately explain (as it should explain) the differential seriousness and wrongfulness of (...)
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  15.  4
    Monica Vilhauer (2010). Gadamer's Ethics of Play: Hermeneutics and the Other. Lexington Books.
    Gadamer's Ethics of Play examines the ethical dimensions of understanding by focusing on the concept of dialogical "play" in Hans-Georg Gadamer's Truth and Method. The book is accessible to an undergraduate audience, while also being relevant to ongoing debates among Gadamer scholars.
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  16.  48
    Mihai Spariosu (1989). Dionysus Reborn: Play and the Aesthetic Dimension in Modern Philosophical and Scientific Discourse. Cornell University Press.
    Introduction: Play, Power, and the Western Mentality Whereas play has always had an important, if sometimes unthemat- ized, role in Western literary ...
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  17.  39
    Colin Allen & Marc Bekoff (1994). Intentionality, Social Play, and Definition. Biology and Philosophy 9 (1):63-74.
    Social play is naturally characterized in intentional terms. An evolutionary account of social play could help scientists to understand the evolution of cognition and intentionality. Alexander Rosenberg (1990) has argued that if play is characterized intentionally or functionally, it is not a behavioral phenotype suitable for evolutionary explanation. If he is right, his arguments would threaten many projects in cognitive ethology. We argue that Rosenberg's arguments are unsound and that intentionally and functionally characterized phenotypes are a proper (...)
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  18.  6
    A. D. Pellegrini & David F. Bjorklund (2004). The Ontogeny and Phylogeny of Children's Object and Fantasy Play. Human Nature 15 (1):23-43.
    We examine the ontogeny and phylogeny of object and fantasy play from a functional perspective. Each form of play is described from an evolutionary perspective in terms of its place in the total time and energy budgets of human and nonhuman juveniles. As part of discussion of functions of play, we examine sex differences, particularly as they relate to life in the environment of evolutionary adaptedness and economic activities of human and nonhuman primates. Object (...) may relate to foraging activities. Although fantasy play has been viewed as limited to humans, we speculate that certain types of fantasy play may be present in some nonhuman primates. Fantasy play may enable juveniles to see situations from different perspectives. We conclude that fantasy play may have immediate effects and object play may have deferred effects. (shrink)
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  19.  23
    Bjarke Liboriussen (2013). Craft, Creativity, Computer Games: The Fusion of Play and Material Consciousness. Philosophy and Technology 26 (3):273-282.
    In a historical perspective, what is novel about computer games is that they are not pure games but cultural objects which allow the playful desires identified by Caillois to be fused with craftsmanship, the desire to do a job well for its own sake (Sennett). Play is often defined in opposition to work, for example by Huizinga and Caillois, but craftsmanship has two qualities which can be found in both. Firstly, craftsmanship entails creative attention to the material at hand (...)
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  20.  45
    Somogy Varga (2010). Explaining Impaired Play in Autism. Journal für Philosophie Und Psychiatrie 3 (1):1-13.
    Autism has recently become the focus of continuous philosophical inquiry, because it affects inter-subjective capacities in a highly selective manner. One of the first behavioural manifestations of autism is impaired play, particularly the lack of pretend play. This article will show that the prevailing 'Theory-Theory of Mind'-approach cannot explain impaired play. I will suggest a richer, phenomenological account of inter-subjectivity. It will be argued that this improves the understanding of impaired play in autism.
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  21.  20
    Thorsten Botz-Bornstein (2013). Speech, Writing, and Play in Gadamer and Derrida. Cosmos and History: The Journal of Natural and Social Philosophy 9 (1):249-264.
    I revisit the Derrida-Gadamer debate in order to analyze more closely the problem of the foundation of reason and of interpretation. I explore the theme of play as a metaphor of non-foundation in both philosophers and analyze how both extract this quality from their readings of Plato’s Phaedrus . Does Derrida not essentialize the game by declaring that the playful experience of a Gadamerian dialogue must produce a metaphysical presence in the form of a hermeneutic intention? I find that (...)
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  22.  12
    Hervé Varenne & Mary E. Cotter (2006). Dr. Mom? Conversational Play and the Submergence of Professional Status in Childbirth. Human Studies 29 (1):77 - 105.
    Through a close analysis of various moments within two hours of video-taped interaction, we investigate properties of the setting that the participants cannot ignore even as they transform them in various ways. These properties are not under local control. What is under control is revealed in the participants' “play” with the properties, including dangerous, “deep” play. In this process, some properties of the participants are rarely mentioned (e.g., that the laboring woman is an MD), others are repeatedly emphasized (...)
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  23.  31
    Somogy Varga (2011). Winnicott, Symbolic Play, and Other Minds. Philosophical Psychology 24 (5):625 - 637.
    In this paper, I will attempt to follow Winnicott's thoughts on the intrinsic connection between symbolic play and the way we understand other minds. Phenomenological, conceptual and empirical difficulties in the account will be presented and taken into consideration. Winnicott's account proves to be a fruitful guide into the issue and can help us clarify impaired symbolic play in autism.
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  24.  12
    Tyson E. Lewis (2014). Education as Free Use: Giorgio Agamben on Studious Play, Toys, and the Inoperative Schoolhouse. [REVIEW] Studies in Philosophy and Education 33 (2):201-214.
    In this essay, I argue that the work of Giorgio Agamben provides us with a theory of studious play which cuts across many of the categories that polarize educational thought. Rather than either ritualized testing or constructivist playfulness, Agamben provides a model of what he refers to as studious play—a practice which suspends the logic of both ritual and play. In order to explore this notion of studious play, I first articulate Agamben’s fleeting remarks on the (...)
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  25.  33
    James S. Hans (1981). The Play of the World. University of Massachusetts Press.
    Play The concept of play has received considerable attention in the past, yet one can generally conclude from modern work on the subject that its stature ...
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  26.  2
    Karmen Franinovic (2011). Architecting Play. AI and Society 26 (2):129-136.
    From the grotesque pavilions hidden in sixteenth century Italian gardens to the temporary structures in public space in the 70s and recent digitally augmented environments, architectures of play have long been designed to engage explorative experiences. The uncertainty of play allows us to probe new behaviors, to poke into the boundaries of subjectivity and to interact with people, things and systems in unexpected and unfamiliar ways. In this essay, we explore how an interactive system, situated in public space, (...)
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  27. Gabor Csepregi (2014). On Musical Performance as Play. Nordic Journal of Aesthetics 23 (46).
    The purpose of this article is to complete, and build on, the theories of a certain number of scholars, chiefly philosophers of previous generations, and a few eminent performers of classical music who all bring to the fore the essential link between music and play. Because of their impulse value and appealing character, tones and other elements of the performance could generate a playful attitude in the musicians. Play is understood as a reciprocal interaction with something that plays (...)
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  28.  9
    Peter Hutchinson (1983). Games Authors Play. Methuen.
    INTRODUCTION It was Eric Berne's Games People Play () which first alerted the world to the large number of 'games' which are played by individuals in ...
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  29. Donncha Kavanagh, Kieran Keohane & Carmen Kuhling (eds.) (2011). Organization in Play. Peter Lang.
    Introduction : playing with play -- Child's play : childhood and "the lack" in organizational discourse -- Playful representations of work -- Dance as play and work : images of organization in Irish dance -- Talk and silence : playing with silence as an organizational resource -- Playing the fool : the university as fool -- Play and madness in the market -- Playing business : gambling and "casino capitalism".
     
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  30. Mechthild Nagel (2002). Masking the Abject: A Genealogy of Play. Lexington Books.
    Masking the Abject traces the beginnings of the malediction of play in Western metaphysics to Aristotle. Mechthild Nagel's innovative study demonstrates how play has served as a 'castaway' in western philosophical thinking: It is considered to be repulsive and loathsome, yet also fascinating and desirable. The book illustrates how play 'succeeds' and proliferates after Hegel—despite its denunciation by classical philosophers—entering Marxist, phenomenological, postmodern, and feminist discourses. This work provides the reader with a superb analyisis of how the (...)
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  31. Anna Pauliina Rainio (2009). Horses, Girls, and Agency: Gender in Play Pedagogy. Outlines. Critical Practice Studies 11 (1):27-44.
    This is a study of the development of student agency from a gender perspective in a Finnish classroom. The data originates from an ethnographic research project in an elementary school classroom engaging in a play pedagogy project called a “playworld.” The article has two purposes. The first is to examine the potential of imagination and improvised fantasy play in the development of agency. The second is to investigate the role of gender as a social category in shaping the (...)
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  32. William Sturman Sax (ed.) (1995). The Gods at Play: Līlā in South Asia. Oxford University Press.
    God is playful. Like a child building sand castles on the beach, God creates the world and destroys it again. God plays with his (or her) devotees, sometimes like a lover, sometimes like a mother with her children, sometimes like an actor in a play. The idea of God's playfulness has been elaborated in Hinduism more, perhaps, than any other religion, providing one of the most distinctive and charming aspects of Indian religious life. Lila or "divine play" can (...)
     
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  33.  4
    Peter K. Smith (1982). Does Play Matter? Functional and Evolutionary Aspects of Animal and Human Play. Behavioral and Brain Sciences 5 (1):139.
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  34. Emily Ryall (ed.) (2013). The Philosophy of Play. Routledge.
     
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  35. Jerome L. Singer & Dorothy G. Singer (2006). Preschoolers' Imaginative Play as Precursor of Narrative Consciousness. Imagination, Cognition and Personality 25 (2):97-117.
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  36.  23
    Marc Bekoff (2001). The Evolution of Animal Play, Emotions, and Social Morality: On Science, Theology, Spirituality, Personhood, and Love. Zygon 36 (4):615-655.
  37.  9
    Avi Shoshana (2013). Role‐Play and “As If” Self in Everyday Life. Ethos: Journal of the Society for Psychological Anthropology 41 (2):150-173.
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  38.  11
    Geoffrey Ashton (2014). Role Ethics or Ethics of Role-Play? A Comparative Critical Analysis of the Ethics of Confucianism and the Bhagavad Gītā. Dao: A Journal of Comparative Philosophy 13 (1):1-21.
    Both Confucianism and the Bhagavad Gītā emphasize the moral authority of social roles. But how deep does the likeness between these ethical philosophies run? In this essay I focus upon two significant points of comparison between the role-based ethics of Confucianism and the Gītā: (1) the interrelation between formalized social roles and family feeling, and (2) the religious dimension of moral action. How is it that Confucians ground their social roles in family feeling, while the Gītā emphasizes rupture between role (...)
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  39. Bernard Freydberg (1997). The Play of the Platonic Dialogues. Peter Lang Pub..
  40.  7
    Inmaculada Murcia Serrano (2013). La dimensión estética y antropológica del juego en Friedrich Schiller y José Ortega y Gasset / The Aesthetic and Anthropological Dimension of Play in Friedrich Schiller and José Ortega y Gasset. Laguna 32:27-42.
    La insistencia de Ortega y Gasset en la dimensión lúdica de la vida, tan opuesta a la trágica de Unamuno, ha sido analizada desde diferentes puntos de vista. Sin embargo, apenas se ha tenido en consideración la influencia que pudo tener la reflexión filosófica de Friedrich Schiller, quien hizo del juego la clave de la educación ilustrada del hombre y del logro de una vida plena. Con este presupuesto, se someten a examen dos textos fundamentales de Ortega, El tema de (...)
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  41.  8
    Vitaly Pruzhansky (2013). Maximin Play in Completely Mixed Strategic Games. Theory and Decision 75 (4):543-561.
    Since the seminal paper of Nash (Proc Natl Acad Sci USA 36:48–49, 1950) game theoretic literature has focused mostly on equilibrium and not on maximin (minimax) strategies. In a recent paper of Pruzhansky (Int J Game Theory 40:351–365, 2011) it was shown that under fairy general conditions maximin strategies in completely mixed games can guarantee the same expected payoff as completely mixed Nash equilibrium strategies. Based on this finding, the current paper argues that maximin strategies have important properties. For instance, (...)
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  42. William Stephenson (1988). The Play Theory of Mass Communication. Monograph Collection (Matt - Pseudo).
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  43.  15
    Bob Bermond (1997). Consciousness or the Art of Foul Play. Journal of Agricultural and Environmental Ethics 10 (3):227-247.
    The psychological literature about consciousness has been analyzed. It is argued that: 1) Only the higher symbolic cognitive powers like the ability to keep secrets, knowledge of self or self-consciousness, a long-term view on the future, the ability to determine long-term goals, and to freely plan future behavior, add positive fitness-value to consciousness. Without these higher intellectual abilities consciousness will have only negative fitness value and no positive one. The intellectual powers mentioned may therefore be considered as prerequisites for consciousness. (...)
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  44.  1
    Chinho Lin & Chun‐Mei Lin (2008). Using Quality Report Cards for Reshaping Dentist Practice Patterns: A Pre‐Play Communication Approach. Journal of Evaluation in Clinical Practice 14 (3):368-377.
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  45. J. Jeffrey Franklin (1999). Serious Play the Cultural Form of the Nineteenth-Century Realist Novel.
     
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  46. Igor Kusyszyn (ed.) (1976). Gambling, Risk-Taking, Play, and Personality: A Bibliography. S.N.].
     
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  47. Núria Sara Miras Boronat (2013). Games People Play. George Herbert Mead's Concept of Game and Play in a Contemporary Context. In T. Burke & K. Skwronski (eds.). Lexington Books 163-171.
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  48. Núria Sara Miras Boronat (2013). Language at Play. Games and Linguistic Turn After Wittgenstein and Gadamer. In Emily Ryall, Wendy Russell & Malcolm MacLean (eds.). Routledge 87-97.
  49.  41
    Paweł Grabarczyk (2016). Concepts as Soft Detectors - On the Role Concepts Play in Perception. New Ideas in Psychology 40:86-93.
    The idea that concepts play a significant role in some perceptions is widespread but everybody seems to differ as to where to draw the line. Some researchers say that the difference between direct and indirect, concept driven acts of perception manifests itself whenever we perceive abstract or general properties. Others point at second order properties or causal properties. I call this inability to precisely differentiate between acts of direct and indirect perception “The Division Problem”. Furthermore there is (...)
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  50.  4
    Jan Halák (forthcoming). Beyond Things: The Ontological Importance of Play According to Eugen Fink. Beyond Things: The Ontological Importance of Play According to Eugen Fink:1-16.
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