Search results for 'R. S. Boyer' (try it on Scholar)

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  1. G. R. G. R. (1964). GIRONELLA J. R. s.j., "Curso de Cuestiones filosóficas previas al estudio de la Teología". Rivista di Filosofia Neo-Scolastica 56:261.
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  2.  8
    C. S. R. (1895). Blake's Edition of Xenophon's Hellenica I. II., and Other Selections The Hellenica of Xenophon, Books I. And II., Together with Selections From Lysias C. Eratosthenes and From Aristotle's Constitution of Athens, Edited with Notes by R. W. Blake, A.M. Boston. 1894. [REVIEW] The Classical Review 9 (04):231-.
  3. Adrien Baillet & R. S. (1693). The Life of Monsieur des Cartes [by A. Baillet] Tr. By S.R.
     
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  4.  2
    G. G. R. (1931). Psychopathology. By J. S. Nicole, M.R.C.P. & S. (London: Bailliere Tindall & Cox. 1930. Pp. Xii + 203. Price 10s. 6d.). Philosophy 6 (22):271-.
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  5.  17
    Helen E. Lees (2012). Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions. Ethics and Education 7 (3):291-302.
    . Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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    Eleanore M. Jantz & Benton J. Underwood (1958). R-S Learning as a Function of Meaningfulness and Degree of S-R Learning. Journal of Experimental Psychology 56 (2):174.
  7.  3
    Geoffrey Keppel & Benton J. Underwood (1962). Retroactive Inhibition of R-S Associations. Journal of Experimental Psychology 64 (4):400.
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  8.  3
    John P. Houston (1964). S-R Stimulus Selection and Strength of R-S Association. Journal of Experimental Psychology 68 (6):563.
  9.  2
    Donald A. Kausler & George A. Kanoti (1963). R-S Learning and Negative Transfer Effects with a Mixed List. Journal of Experimental Psychology 65 (2):201.
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  10.  1
    Ned Cassem & Donald H. Kausler (1962). Supplementary Report: Effects of Stimulus Association Value and Exposure Duration on R-S Learning. Journal of Experimental Psychology 64 (1):94.
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  11. D. Z. Phillips (1986). R.S. Thomas Poet of the Hidden God : Meaning and Mediation in the Poetry of R.S. Thomas. Monograph Collection (Matt - Pseudo).
     
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  12. Michael S. Katz (2009). R. S. Peters' Normative Conception of Education and Educational Aims. Journal of Philosophy of Education 43 (1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be (...)
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  13.  17
    R. J. Royce (1983). R.S. Peters and Moral Education, 1: The Justification of Procedural Principles. Journal of Moral Education 12 (3):174-181.
    Abstract In this article, which is the first of two to examine the ideas of R. S. Peters on moral education, consideration is given to his justificatory arguments found in Ethics and Education. Here he employs presupposition arguments to show to what anyone engaging in moral discourse is committed. The result is a group of procedural principles which are recommended to be employed in moral education. This article is an attempt to examine the presupposition arguments Peters employs, to comment on (...)
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  14.  20
    Bryan R. Warnick (2009). Ritual, Imitation and Education in R. S. Peters. Journal of Philosophy of Education 43 (1):57-74.
    This article reconstructs R. S. Peters' underlying theory of ritual in education, highlighting his proposed link between ritual and the imitation of teachers. Rituals set the stage for the imitation of teachers and they invite students to experience practices whose value is not easily discernable from the outside. For Peters, rituals facilitate the transmission of values across time, create unity in schools, and affirm authority relations. There is a tension, however, between this view of ritual and imitation, on the one (...)
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  15.  3
    R. Lister (2001). Towards a Citizens' Welfare State: The 3 + 2 'R's of Welfare Reform. Theory, Culture and Society 18 (2-3):91-111.
    Notions of recognition and difference do not inform the mainstream debate about welfare reform, which is, instead, dominated by a dichotomous discourse of active modernization vs passive ‘welfare dependency’. The article challenges this dichotomy within the context of New Labour’s welfare reform agenda in the UK. It argues, first, that welfare reform should treat improvements in social security benefits not as promoting ‘passive’ welfare but as complementary to labour market activation policies. Second, it redefines active welfare to incorporate notions of (...)
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  16. R. S. Peters (1970). Reason and Passion1: R. S. Peters. Royal Institute of Philosophy Supplement 4:132-153.
    I Once gave a series of talks to a group of psychoanalysts who had trained together and was rather struck by the statement made by one of them that, psychologically speaking, ‘reason’ means saying ‘No’ to oneself. Plato, of course, introduced the concept of ‘reason’ in a similar way in The Republic with the case of the thirsty man who is checked in the satisfaction of his thirst by reflection on the outcome of drinking. But Plato was also so impressed (...)
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  17.  5
    Paul M. Fitts & Charles M. Seeger (1953). S-R Compatibility: Spatial Characteristics of Stimulus and Response Codes. Journal of Experimental Psychology 46 (3):199.
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  18.  20
    Stefaan E. Cuypers (2012). R.S. Peters' 'The Justification of Education' Revisited. Ethics and Education 7 (1):3 - 17.
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...)
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  19.  12
    Paul M. Fitts & Richard L. Deininger (1954). S-R Compatibility: Correspondence Among Paired Elements Within Stimulus and Response Codes. Journal of Experimental Psychology 48 (6):483.
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  20. Stefaan E. Cuypers & Christopher Martin (eds.) (2011). Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education. Wiley-Blackwell.
    Machine generated contents note: Preface (Paul Standish).Introduction: Reading R. S. Peters on Education Today (Stefaan E. Cuypers and Christopher Martin).Part I: The Conceptual Analysis of Education and Teaching.1. Was Peters Nearly Right About Education? (Robin Barrow).2. Learning Our Concepts (Megan Laverty).3. On Education and Initiation (Michael Luntley).4. Ritual, Imitation and Education in R. S. Peters (Bryan Warnick).5. Transformation and Education: the Voice of the Learner in Peters' Concept of Teaching (Andrea English).Part II: The Justification of Educational Aims and the Curriculum.6. (...)
     
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  21.  12
    Christopher Martin (2009). R.S. Peters and Jürgen Habermas: Presuppositions of Practical Reason and Educational Justice. Educational Theory 59 (1):1-15.
    The contribution of philosophical ethics to the development of a just conception of education becomes increasingly complex under modern conditions of democratic pluralism. This is because the justification of moral policies for education faces the skeptical challenge of showing how the substantive moral principles upon which a policy rests do not arbitrarily privilege one culturally situated conception of justice over others. In this essay, Christopher Martin argues that this challenge highlights how any legitimate moral point of view on education requires (...)
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  22.  61
    Graham Haydon (2009). Reason and Virtues: The Paradox of R. S. Peters on Moral Education. Journal of Philosophy of Education 43 (1):173-188.
    This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of moral education’—roughly, that a rational (...)
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  23.  40
    Krassimir Stojanov (2009). Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth. Journal of Philosophy of Education 43 (s1):161-172.
    The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions and beliefs (...)
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  24.  8
    Jānis T. Ozoliņš (2013). R. S. Peters and J. H. Newman on the Aims of Education. Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ?to travel with a different view? [Peters, R. S. (1967). What is an (...)
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  25. R. S. Peters & David E. Cooper (eds.) (1986). Education, Values, and Mind: Essays for R.S. Peters. Routledge & K. Paul.
    David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...
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  26.  2
    L. H. Shaffer (1965). Choice Reaction with Variable S-R Mapping. Journal of Experimental Psychology 70 (3):284.
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  27.  19
    Stefaan E. Cuypers & Christopher Martin (2009). Reading R. S. Peters on Education Today. Journal of Philosophy of Education 43 (s1):3-7.
    This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns.
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  28.  3
    Robert E. Morin & Bert Forrin (1962). Mixing of Two Types of S-R Associations in a Choice Reaction Time Task. Journal of Experimental Psychology 64 (2):137.
  29.  9
    Patrick Sherry (2011). John Henry Newman and William Froude, F.R.S. Heythrop Journal 52 (3):399-409.
    I discuss John Henry Newman's correspondence with William Froude, F.R.S., (1810–79) and his family. Froude remained an unbeliever, and I argue that Newman's disputes with him about the ethics of belief and the relationship between religion and science not only reveal important aspects of his thought, but also anticipate modern discussions on foundationalism, the ethics of beliefs and scientism.
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  30.  3
    Louis D. Costa, Morton Horwitz & Herbert G. Vaughan Jr (1966). Effects of Stimulus Uncertainty and S-R Compatibility on Speed of Digit Coding. Journal of Experimental Psychology 72 (6):895.
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  31.  2
    L. H. Shaffer (1967). Transition Effects in Three-Choice Reaction with Variable s-R Mapping. Journal of Experimental Psychology 73 (1):101.
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  32. Stefaan E. Cuypers & Christopher Martin (eds.) (2011). Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education. Wiley-Blackwell.
    _Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.
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  33. Stefaan E. Cuypers & Christopher Martin (eds.) (2011). Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education. Wiley-Blackwell.
    _Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.
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  34. Stefaan E. Cuypers & Christopher Martin (eds.) (2011). Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education. Wiley-Blackwell.
    _Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.
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  35. R. F. Dearden, R. S. Peters & Paul Heywood Hirst (1972). Education and the Development of Reason. Edited by R.F. Dearden, P.H. Hirst and R.S. Peters. --. Routledge & K. Paul.
     
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  36. Felicity Haynes (2013). R. S. Peters: The Reasonableness of Ethics. Educational Philosophy and Theory 45 (2):142-152.
    This article will begin by examining the extent to which R. S. Peters merited the charge of analytic philosopher. His background in social psychology allowed him to become more pragmatic and grounded in social conventions and ordinary language than the analytic philosophers associated with empiricism, and his gradual shift from requiring internal consistency to developing a notion of ?reasonableness?, in which reason could be tied to passion, grounded him in an idiosyncratic notion of ethics which included compassion and virtue as (...)
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  37. G. R. S. Mead (1896). "Pistis Sophia. A Gnostic Gospel." G. R. S. Mead. [REVIEW] Ancient Philosophy 7:617.
     
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  38. R. S. Peters (1977). John Dewey Reconsidered Edited by R.S. Peters. --. Routledge and Kegan Paul.
     
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  39. Richard L. Purtill (1974). Lord of the Elves and Eldils Fantasy and Philosophy in C. S. Lewis and J. R. R. Tolkien. Zondervan Pub. House.
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  40. Imom Shaʺ"roniĭ (2005). Paĭghambarimizning (S.A.V.) Ḣazrati Aliga (R.A.) Nasiḣatlari: (Matn Va Izoḣ). Movarounnaḣr.
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  41. J. R. S. Wilson (1977). The Basis of Plato's Society: J. R. S. Wilson. Philosophy 52 (201):313-320.
    At the beginning of Book II of the Republic , Glaucon and Adeimantus ask Socrates to tell them what it is to be just or unjust, and why a man should be the former. Socrates suggests in reply that they consider first what it is for a polis to be just or unjust—a polis is bigger than an individual, he says, so its justice should be more readily visible. Now if we were to view in imagination a polis coming into (...)
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  42. R. S. Yadava, V. M. Tarkunde & Krishna Gopal (eds.) (1985). Rationalism, Humanism, and Democracy: A Commemoration Volume in Honour of Professor R.S. Yadava. Distributors, Anu Books.
     
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  43.  6
    Osamu Sonobe (1979). A Note on R− S Lemma. Bulletin of the Section of Logic 8 (1):10-13.
    Rauszer and Sabalski proved in [2] that distributivity with respect to infi- nite joins and meets is a sucient and necessary condition making the RasiowaSikorski Lemma valid in distributive lattices. The main part of their proof is a direct construction of a required filter under distributivity. In this note we show that a generalization of the result can be obtained from the Rasiowa-Sikorski Lemma for Boolean algebras by using Gornemann’s result in [1] instead of a direct con- ¨ struction. Suppose (...)
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  44. Stan Klein (forthcoming). Lost Feeling of Ownership of One’s Mental States: The Importance of Situating Patient R.B.'s Pathology in the Context of Contemporary Theory and Empiricism. Philosophical Psychology.
    In her re-analysis of the evidence presented in Klein and Nichols (2012) to support their argument that patient R.B. temporarily lost possessory custody of consciously apprehended objects (in this case, objects that normally would be non-inferentially taken as episodic memory), Professor Roache concludes Klein and Nichols's claims are untenable. I argue that Professor Roache is incorrect in her re-interpretation, and that this is due, in part, to lack of sufficient familiarity with psychological theory on memory as well as clinical literature (...)
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  45.  34
    James Tabery (2008). R. A. Fisher, Lancelot Hogben, and the Origin(s) of Genotype-Environment Interaction. Journal of the History of Biology 41 (4):717 - 761.
    This essay examines the origin(s) of genotype-environment interaction, or G×E. "Origin(s)" and not "the origin" because the thesis is that there were actually two distinct concepts of G×E at this beginning: a biometric concept, or \[G \times E_B\] , and a developmental concept, or \[G \times E_D \] . R. A. Fisher, one of the founders of population genetics and the creator of the statistical analysis of variance, introduced the biometric concept as he attempted to resolve one of the main (...)
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  46.  7
    Desh Raj Sirswal, The Role of Religious and Spiritual Values in Shaping Humanity (A Study of Dr. B.R. Ambedkar’s Religious Philosophy).
    Values are an important part of human existence, his society and human relations. All social, economic, political, and religious problems are in one sense is reflection of this special abstraction of human knowledge. We are living in a globalized village and thinking much about values rather than practice of it. If we define religion and spirituality we can say that religion is a set of beliefs and rituals that claim to get a person in a right relationship with God, and (...)
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  47.  35
    David Sloan Wilson (1999). A Critique of R.D. Alexander's Views on Group Selection. Biology and Philosophy 14 (3):431-449.
    Group selection is increasingly being viewed as an important force in human evolution. This paper examines the views of R.D. Alexander, one of the most influential thinkers about human behavior from an evolutionary perspective, on the subject of group selection. Alexander's general conception of evolution is based on the gene-centered approach of G.C. Williams, but he has also emphasized a potential role for group selection in the evolution of individual genomes and in human evolution. Alexander's views are internally inconsistent and (...)
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  48.  4
    R. J. Royce (1984). R. S. Peters and Moral Education, 2: Moral Education in Practice. Journal of Moral Education 13 (1):9-16.
    Abstract Peters's views on moral education are to be found in several books and articles written over a period of about 20 years. Two essential elements of his ideas are what he calls procedural principles and basic rules. This article is an attempt to consider his recommendations, particularly in terms of any practical assistance that can be derived from them for those interested in moral education. Close examination reveals some inconsistencies, vagueness and difficulties which suggest problems for his procedural approach (...)
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    John R. Martin Jr (2006). C.L.R. James's Analysis of Race and Class. Radical Philosophy Review 9 (2):167-189.
    Social conditions of race and class continue to combine in ways that raise systemic questions about the adequacy and legitimacy of liberal, capitalist democracy in America. More radical alternatives, however, are still generally held to be irrelevant in the American context. The following is an effort to correct this widespread misrepresentation of socialism’s relevance to America generally, and to matters of race in particular. I consider the work of C.L.R. James who, fifty years ago, developed a class-oriented, explicitly Marxist theory (...)
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  50.  3
    R. Smith (2007). R.G. Collingwood's Definition of Historical Knowledge. History of European Ideas 33 (3):350-371.
    R.G. Collingwood defined historical knowledge as essentially ‘scientific’, and saw the historian's task as the ‘re-enactment of past thoughts’. The author argues the need to go beyond Collingwood, first by demonstrating the authenticity of available evidence, and secondly, using Namier as an example, by considering methodology as well as epistemology, and the need to relate past thoughts to their present context. The ‘law of the consumption of time’ encourages historians to focus on landmark events, theories and generalisations, thus breaking from (...)
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