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Richard Smith [114]Roger Smith [109]Robin Smith [53]R. Smith [48]
Ralph A. Smith [45]Robert Smith [42]Robert W. Smith [32]R. R. R. Smith [16]

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Profile: Richard Smith
Profile: Richard Currie Smith (Case Western Reserve University)
Profile: Richard Smith (Queen's University, Belfast)
Profile: Richard Smith (Colorado State University)
Profile: Roger Smith (Universidad Nacional de Colombia)
Profile: Roger Smith
Profile: Robin Smith
Profile: Robert Smith (Brock University)
Profile: Robert Smith (Simon Fraser University)
Profile: Robert Smith
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  1. Ariela Gross, Clarissa Hayward, Courtney Jung, John Kane, Adolph Reed Jr, Rogers Smith, Peter Swenson & Nomi Stolzenberg (2002). Problems, Methods, and Theories in the Study of Politics, or What's Wrong with Political Science and What to Do About It. Political Theory 30 (4):588-611.
  2. Robyn Smith (2008). Maasen, Sabine and Sutter, Barbara (Eds): On Willing Selves: Neoliberal Politics Vis-À-Vis the Neuroscientific Challenge. [REVIEW] Minerva 46 (4):491-494.
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  3. Robin Smith, Unlearned Knowledge: Aristotle on How We Come to Know Prin- Ciples.
    At the beginning of the Posterior Analytics, Aristotle says that “all learning and all rational teaching arises from previously existing knowledge”. How, then, can we have any knowledge? If all our knowledge is acquired by learning that depends on previously existing knowledge, then we would have an infinite regress of still prior knowledge, with the result that we cannot learn anything without having learned something else first. If we reject this possibility, then the only one that remains is that we (...)
     
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  4. Robin Smith, “None of the Arts That Gives Proofs About Some Nature is Interrogative”: Questions and Aristotle's Concept of Science.
    Modern interpreters have often regarded Aristotle’s Posterior Analytics as a mystery, or even a bit of an embarrassment. In his treatises on natural science and ethics, Aristotle is constantly concerned to review the opinions of his predecessors and of people in general; where appropriate, he also takes note of experiential observations, some of them highly specialized. However, the traditional view of the Posterior Analytics is that it advances an almost Cartesian picture of sciences as deductive systems founded on intuitively evident (...)
     
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  5.  20
    George E. Newman, Daniel M. Bartels & Rosanna K. Smith (2014). Are Artworks More Like People Than Artifacts? Individual Concepts and Their Extensions. Topics in Cognitive Science 6 (4):647-662.
    This paper examines people's reasoning about identity continuity and its relation to previous research on how people value one-of-a-kind artifacts, such as artwork. We propose that judgments about the continuity of artworks are related to judgments about the continuity of individual persons because art objects are seen as physical extensions of their creators. We report a reanalysis of previous data and the results of two new empirical studies that test this hypothesis. The first study demonstrates that the mere categorization of (...)
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  6. R. J. Smith (1970). Comments on Ichheiser's Theory of Social Perception. Philosophy and Phenomenological Research 30 (3):457-461.
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  7.  5
    Harvey M. Friedman, Stephen G. Simpson & Rick L. Smith (1983). Countable Algebra and Set Existence axioms11Research Partially Supported by NSF Grants MCS-79-23743, MCS-78-02558, and MCS 8107867. Simpson's Research Was Also Supported by an Alfred P. Sloan Research Fellowship. [REVIEW] Annals of Pure and Applied Logic 25 (2):141-181.
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  8. Robin Smith (1989). Aristotle's Prior Analytics. Hackett Publishing Company.
  9.  10
    Ryan Smith (forthcoming). The Relationship Between Consciousness, Understanding, and Rationality. Philosophical Psychology:1-15.
    The purpose of the present article is to explore the relationship between consciousness and understanding. To do so, I first briefly review recent work on the nature of both understanding and consciousness within philosophy and psychology. Building off of this work, I then defend the thesis that if one is conscious of a given content then one also understands that content. I argue that this conclusion can be drawn from the fact that understanding is associated with rational intention formation and (...)
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  10.  4
    Ryan Smith, Anna Alkozei, Richard D. Lane & William D. S. Killgore (2016). Unwanted Reminders: The Effects of Emotional Memory Suppression on Subsequent Neuro-Cognitive Processing. Consciousness and Cognition 44:103-113.
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  11. Rebekah E. Smith & Shayne Loft (2014). Investigating the Cost to Ongoing Tasks Not Associated with Prospective Memory Task Requirements. Consciousness and Cognition 27:1-13.
  12. Roger Smith (2002). Alfred Tauber: Medicine is Ethics Alfred I. Tauber (1999) Confessions of a Medicine Man: An Essay in Popular Philosophy. Cambridge, MA: Bradford Book, MIT Press. Xviii + 159 Pp. Alfred I. Tauber (2001) Thoreau and the Moral Agency of Knowing. Berkeley: University of California Press. Xi + 317 Pp. [REVIEW] History of the Human Sciences 15 (4):145-151.
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  13.  79
    Roger Smith (1988). Does the History of Psychology Have a Subject? History of the Human Sciences 1 (2):147-177.
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  14.  93
    Renée J. Smith (2007). Shoemaker’s Moderate Qualia Realism and the Transparency of Qualia. Disputatio 2 (22):1 - 13.
  15. Louden Dries & Rick L. Smith (1985). Decidable Regularly Closed Fields of Algebraic Numbers. Journal of Symbolic Logic 50 (2):468 - 475.
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  16.  14
    Richard Smith (2006). As If by Machinery: The Levelling of Educational Research. Journal of Philosophy of Education 40 (2):157–168.
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  17.  22
    Ryan Smith (2014). Explanation, Understanding, and Control. Synthese 191 (17):4169-4200.
    There is a recent interest within both philosophy of science as well as within epistemology to provide a defensible account of understanding. In the present article I build on insights from previous work in attempt to provide an account of two related forms of understanding in terms of the ability to form rational intentions when using specific types of mental representations. I propose first that “understanding that X” requires that one form a representation of X and, further, that one must (...)
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  18. Roger Smith (2006). The Idea of the Self: Jerrold Seigel's, The Idea of the Self: Thought and Experience in Western Europe Since the Seventeenth Century. History of the Human Sciences 19 (2):93-100.
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  19.  83
    Richard J. Smith (1989). Reviews : D. C. Coleman, History and the Economic Past: An Account of the Rise and Decline of Economic History in Britain, Oxford: Clarendon Press, 1987, £17.50, 150 Pp. [REVIEW] History of the Human Sciences 2 (2):269-271.
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  20.  14
    Richard Smith (2010). Total Parenting. Educational Theory 60 (3):357-369.
    In this essay, Richard Smith observes that being a parent, like so much else in our late‐modern world, is required to become ever more efficient and effective, and is increasingly monitored by the agencies of the state, often with good reason given the many recorded instances of child abuse and cruelty. However, Smith goes on to argue, this begins to cast being a parent as a matter of “parenting,” a technological deployment of skills and techniques, with the loss of older, (...)
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  21.  3
    Shayne Loft, Rebekah E. Smith & Roger W. Remington (2013). Minimizing the Disruptive Effects of Prospective Memory in Simulated Air Traffic Control. Journal of Experimental Psychology: Applied 19 (3):254.
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  22. Roger Smith (1997). The Fontana History of the Human Sciences.
  23.  92
    Robin Smith, Aristotle's Logic. Stanford Encyclopedia of Philosophy.
  24.  3
    Niels van de Ven, Charles E. Hoogland, Richard H. Smith, Wilco W. van Dijk, Seger M. Breugelmans & Marcel Zeelenberg (2015). When Envy Leads to Schadenfreude. Cognition and Emotion 29 (6):1007-1025.
  25. Richard Smith & Sung Hee Kim (2007). Comprehending Envy. Psychological Bulletin 133:46-64.
     
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  26.  34
    Richard F. Smith (1943). The Twilight of Civilization. Modern Schoolman 21 (1):56-57.
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  27.  41
    Robin Smith (1992). Prior Analytics. Philosophical Review 101 (3):633-635.
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  28.  59
    Richard Smith (2006). On Diffidence: The Moral Psychology of Self-Belief. Journal of Philosophy of Education 40 (1):51–62.
    The language of self‐belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self‐esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self‐belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...)
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  29.  3
    Joanna Coast & Richard D. Smith (2015). Distributional Considerations in Economic Responses to Antimicrobial Resistance. Public Health Ethics 8 (3):225-237.
    Antimicrobial resistance is a major and increasing problem globally. Economics has engaged with this issue increasingly over the last 20 years. Much of this concerns assessments of the cost of various forms of resistance, but it also includes economic analyses of interventions and policies designed to contain resistance. Analysis has, however, thus far largely neglected possible distributional issues associated with such interventions and analysis. The article explores three normative bases for the conduct of economic analysis: welfarism; extra-welfarism focused on health (...)
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  30.  6
    Richard Smith (2003). Thinking with Each Other: The Peculiar Practice of the University. Journal of Philosophy of Education 37 (2):309–323.
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  31.  93
    Roger Smith (2009). The Sleep of Others Kenton Kroker, The Sleep of Others and the Transformations of Sleep Research. Toronto: University of Toronto Press, 2007. 533 Pp. [REVIEW] History of the Human Sciences 22 (5):108-113.
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  32.  90
    Roger Smith (2009). Book Review: The Birth of Psychology Paul Mengal, La Naissance de la Psychologie. Paris: L'Harmattan, 2005. ISBN 2-7475-8293-0. 414 Pp. Euro 33 (Paperback). Fernando Vidal, Les Sciences de l'Âme XVIe—XVIIIe Siècle. Paris: Honoré Champion, 2006. ISBN 2-7453-1303-7. 463 Pp. Euro 82. [REVIEW] History of the Human Sciences 22 (1):134-144.
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  33.  2
    Richard Smith (2006). Abstraction and Finitude: Education, Chance and Democracy. [REVIEW] Studies in Philosophy and Education 25 (1-2):19-35.
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  34.  49
    Robin Smith (1987). How Things Are: Studies in Predication and the History and Philosophy of Science. [REVIEW] Ancient Philosophy 7:248-250.
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  35.  6
    Richard Smith (2002). Self-Esteem: The Kindly Apocalypse. Journal of Philosophy of Education 36 (1):87–100.
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  36.  67
    Robin Smith (1988). Logic, Ontology, and Language: Essays on Truth and Reality. By Herbert Hochberg. Modern Schoolman 65 (4):279-282.
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  37. Rogers M. Smith (2010). From the Shining City on a Hill to a Great Metropolis on a Plain? American Stories of Immigration and Peoplehood. Social Research: An International Quarterly 77 (1):21-44.
    Americans have always been divided over whether to welcome or to discourage immigration. But virtually all American leaders have rested their views on notions that the United States has unique providential or world-historical significance-as an asylum for the world's oppressed, as a model to the world, or even as the world's leader. Today, it is normatively desirable for the U.S. to view itself not as the world's "city on a hill" but simply as one worthy political society among many others. (...)
     
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  38.  46
    Robin Smith (1995). But If the Syllogistic is the Most Brilliant Part of Aristotle's. In Jonathan Barnes (ed.), The Cambridge Companion to Aristotle. Cambridge University Press 27.
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  39.  59
    Robin Smith (1987). Paulus Venetus, Logica Parva: Translation of the 1472 Edition with Introduction and Notes. By Alan R. Perreiah. Modern Schoolman 64 (3):228-231.
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  40.  13
    Richard Smith (1999). Paths of Judgement: The Revival of Practical Wisdom. Educational Philosophy and Theory 31 (3):327–340.
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  41.  41
    Robin Smith (1987). "How Things Are: Studies in Predication and the History and Philosophy of Science", Ed. By James Bogen and James E. McGuire. [REVIEW] Ancient Philosophy 7:248.
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  42.  31
    Richard Smith (2011). The Play of Socratic Dialogue. Journal of Philosophy of Education 45 (2):221-233.
    Proponents of philosophy for children generally see themselves as heirs to the ‘Socratic’ tradition. They often claim too that children's aptitude for play leads them naturally to play with abstract, philosophical ideas. However in Plato's dialogues we find in the mouth of ‘Socrates’ many warnings against philosophising with the young. Those dialogues also question whether philosophy should be playful in any straightforward way, casting the distinction between play and seriousness as unstable. It seems we cannot think of Plato as representing (...)
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  43.  58
    Robin Smith (1970). On Eliminating the Art Object. Dialectica 24 (4):261-6.
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  44.  56
    Robin Smith (1992). Blindspots. By Roy A. Sorensen. Modern Schoolman 70 (1):73-75.
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  45.  2
    Pádraig Hogan & Richard Smith (2003). The Activity of Philosophy and the Practice of Education. In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell Pub. 165--180.
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  46.  54
    Robin Smith (1994). Principles and Proofs: Aristotle's Theory of Demonstrative Science. Journal of the History of Philosophy 32 (2):294-296.
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  47. Nicholas C. Burbules & Richard Smith (2005). 'What It Makes Sense to Say': Wittgenstein, Rule-Following and the Nature of Education. Educational Philosophy and Theory 37 (3):425–430.
  48.  58
    Roger Smith (2000). Reflections on the Historical Imagination. History of the Human Sciences 13 (4):103-108.
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  49.  99
    Robin Smith (1982). What Is Aristotelian Ecthesis? History and Philosophy of Logic 3 (2):113-127.
    I consider the proper interpretation of the process of ecthesis which Aristotle uses several times in the Prior analytics for completing a syllogistic mood, i.e., showing how to produce a deduction of a conclusion of a certain form from premisses of certain forms. I consider two interpretations of the process which have been advocated by recent scholars and show that one seems better suited to most passages while the other best fits a single remaining passage. I also argue that ecthesis (...)
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  50.  9
    Richard Smith (2011). On Dogs and Children: Judgements in the Realm of Meaning. Ethics and Education 6 (2):171-180.
    When we say that good parenting is an ethical and not a technical matter, what is the nature of the warrant we can give for identifying one way of parenting as good and another as bad? There is, of course, a general issue here about the giving of reasons in ethics. The issue may seem to arise with peculiar force in parenting since parenting casts our whole being into uncertainty: here, above all, it seems, we do not scrutinise our commitments (...)
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