Search results for 'Ronnie L. Littlejohn' (try it on Scholar)

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Profile: Ronnie Littlejohn (Belmont University)
  1. Ronnie Littlejohn & Marthe Chandler (eds.) (2008). Polishing the Chinese Mirror: Essays in Honor of Henry Rosemont, Jr. Global Scholarly Publications.
    Edited by Marthe Chandler and Ronnie Littlejohn, this work is a collection of expository and critical essays on the work of Henry Rosemont, Jr., a prominent and influential contemporary philosopher, activist, translator, and educator in the field of Asian and Comparative Philosophy. The essays in this collection take up three major themes in Rosemont's work: his work in Chinese linguistics, his contribution to the theory of human rights, and his interest in East Asian religion. Contributions include works by (...)
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  2.  14
    Ronnie Littlejohn (2010). Confucianism: An Introduction. I.B. Tauris.
    "China has 'arrived,' and Ronnie Littlejohn helps us know this antique culture better. In his entirely accessible introduction, Littlejohn has done the academy the timely service of resourcing the best contemporary research in sinology to tell the compelling story of a living Confucianism as it has meandered through the dynasties to flow down to our present time." -- Roger T. Ames, Professor of Philosophy, University of Hawai’i "Although basically intended as an introductory text for undergraduates, this book (...)
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  3.  12
    Ronnie L. Littlejohn (1992). A Response to Daniel Holbrook's 'Descartes on Persons' and Doug Anderson's 'The Legacy oE Bowne's Empiricism'. The Personalist Forum 8 (Supplement):15-20.
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  4.  11
    Erin M. Cline & Ronnie L. Littlejohn (2002). Taishan's Tradition: The Quantification and Prioritization of Moral Wrongs in a Contemporary Daoist Religion. Dao: A Journal of Comparative Philosophy 2 (1):117-140.
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  5. Ronnie Littlejohn (2009). Daoism: An Introduction. I.B. Tauris.
    "Littlejohn organizes his introduction around the central metaphor of a spreading kudzu vine, whose roots, trunk, stalks, branches, and leaves grow beneath, in, around, and over the vast and complex terrain of Chinese culture. He does a marvellous job exploring the origins, developments, and transformations of Daoism by guiding readers through canonical texts, across historical contexts, and around expressions of Daoism in fine art, popular symbols, literature, ritual, and other forms of material culture. The result is a masterful and (...)
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  6. Ronnie Littlejohn (2010). Kongzi in the Zhuangzi". In Victor Mair (ed.), Experimental Essays on Zhuangzi.
    Experimental Essays on Zhuangzi is a classic in the field. Originally published in 1983, this edition makes it available again in an expanded version, with four additional contributions, and in an updated format, with pinyin transcription, Chinese characters embedded in the text, and reference-style notes. The work is a well-respected textbook and essential reader in Daoist thought. It continues to constitute an essential contribution to the study of Daoism and Chinese philosophy. Show More Show Less.
     
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  7.  6
    Ronnie Littlejohn & Jeffrey Dippmann (eds.) (2011). Riding the Wind With Liezi: New Perspectives on the Daoist Classic. State University of New York.
    The Liezi is the forgotten classic of Daoism. Along with the Laozi (Daodejing) and the Zhuangzi, it's been considered a Daoist masterwork since the mid-eighth century, yet unlike those well-read works, the Liezi is little known and receives scant scholarly attention. Nevertheless, the Liezi is an important text that sheds valuable light on the early history of Daoism, particularly the formative period of sectarian Daoism. We do not know exactly what shape the original text took, but what remains is replete (...)
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  8.  11
    Robin R. Wang (2010). Littlejohn, Ronnie L. , Daoism: An Introduction. [REVIEW] Dao: A Journal of Comparative Philosophy 9 (2):241-244.
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  9.  1
    Ronnie Littlejohn (2012). Reconstructionist Confucianism: Rethinking Morality After the West (Review). Philosophy East and West 62 (2):266-270.
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  10.  19
    Ronnie Littlejohn (2006). Readings in Classical Chinese Philosophy, And: Classic Asian Philosophy: A Guide to the Essential Texts (Review). Philosophy East and West 56 (4):687-694.
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  11.  14
    Ronnie Littlejohn, Comparative Philosophy. Internet Encyclopedia of Philosophy.
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  12.  10
    Ronnie Littlejohn, Chinese Philosophy: Overview of Topics.
    Chinese Philosophy: Overview of Topics If Chinese philosophy may be said to have begun around 2000 B.C.E., then it represents the longest continuous heritage of philosophical reflection. Trying to mention each philosopher or every significant thinker is not possible. This article is highly selective by choosing philosophers according to two basic principles: Those who … Continue reading Chinese Philosophy: Overview of Topics →.
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  13.  7
    Ronnie Littlejohn (2004). The Giant Forge and the Great Ironsmith: Revisiting the Implications of the Wu Xing Physics of the Zhongyong. Dao: A Journal of Comparative Philosophy 3 (2):205-215.
  14.  13
    Ronnie Littlejohn (2005). Review: Recent Works on Confucius and the "Analects". [REVIEW] Philosophy East and West 55 (1):99 - 109.
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  15.  11
    Ronnie Littlejohn (2007). Taoism: The Enduring Tradition (Review). Philosophy East and West 57 (3):389-392.
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  16.  5
    Ronnie Littlejohn (2014). The Environmental Ethics of Fan Ruiping's Revisionist Confucianism. Dao: A Journal of Comparative Philosophy 13 (3):403-406.
    Fan Ruiping is engaged in a wide-ranging project to reconstruct Confucianism for the contemporary period. It includes his sustained attack on John Rawls’ theory of distributive justice, various Chinese policies and practices on the delivery of health and elder care, and global business ethics. This paper describes his revised Confucian understanding of environmental morality under the metaphor of nature as garden and man as gardener. I argue the current state of this effort is in need of a more robust appropriation (...)
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  17. Ronnie Littlejohn (2009). China : Too Twisted to Fit a Carpenter's Square : Using and Teaching the Daodejing. In David Edward Jones & Ellen R. Klein (eds.), Asian Texts, Asian Contexts: Encounters with Asian Philosophies and Religions. State University of New York Press
     
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  18.  15
    Ronnie Littlejohn, Daoist Philosophy. Internet Encyclopedia of Philosophy.
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  19.  12
    Ronnie Littlejohn, Wang Bi. Internet Encyclopedia of Philosophy.
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  20.  5
    Ronnie Littlejohn (2004). Rationality and Religious Experience: The Continuing Relevance of the World's Spiritual Traditions (Review). Philosophy East and West 54 (3):404-407.
  21.  1
    Ronnie Littlejohn, Radhakrishnan, Sarvepalli. Internet Encyclopedia of Philosophy.
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  22. Ronnie Littlejohn (2008). “Did Kongzi Teach Us How to Become Gods?”. In Marthe Chandler Ronnie Littlejohn (ed.), Polishing the Chinese Mirror: Essays in Honor of Henry Rosemont, Jr.
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  23. Ronnie Littlejohn (2005). Korean Shamanism: The Cultural Paradox. Journal of Church and State 47.
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  24. Ronnie Littlejohn, Laozi (Lao-Tzu). Internet Encyclopedia of Philosophy.
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  25. Ronnie Littlejohn (2001). The Liezi's Use of the Zhuangzi". In Ronnie Littlejohn Jeffrey Dippmann (ed.), Riding the Wind: New Essays on the Daoist Classic the Liezi.
     
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  26. Ronnie Littlejohn (2012). Wuxing (Wu-Hsing). In J. Feiser & B. Dowden (eds.), Internet Encyclopedia of Philosophy.
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  27.  5
    A. -L. L. (1958). L'analyse du langage a Royaumont. Revue Philosophique de la France Et de l'Etranger 148:257 - 259.
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  28.  8
    C. L. (1957). Nietzsche, Ou l'Histoire d'Un Égocentrisme Athée. Review of Metaphysics 11 (1):165-165.
  29.  6
    Ruiping Fan (2014). Taking Confucian Thought Seriously for Contemporary Society: Rejoinder to Lauren Pfister, Ronnie Littlejohn, and Li Chenyang. Dao: A Journal of Comparative Philosophy 13 (3):413-420.
    This rejoinder focuses on a few points of disagreement that I have with Li Chenyang, Ronnie Littlejohn, and Lauren Pfister regarding their critical comments on my book Reconstructionist Confucianism. In response to Pfister’s concerns, I point out that my book attempts to base on classical, rather than other, Confucian sources in order to reconstruct the Confucian virtue-based, ritual-guided, and family-oriented view of life for contemporary society. In appreciating Littlejohn’s suggestion on Confucian environmentalism, I contend that a kind (...)
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  30.  9
    Hans-Georg Moeller (2012). Littlejohn, Ronnie, and Jeffrey Dippmann, Ed., Riding the Wind With Liezi. New Perspectives on the Daoist Classic. Dao: A Journal of Comparative Philosophy 11 (3):405-408.
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  31.  16
    Hans-Georg Moeller (2009). Chandler, Marthe, and Ronnie Littlejohn, Ed., Polishing the Chinese Mirror: Essays in Honor of Henry Rosemont Jr. Dao: A Journal of Comparative Philosophy 8 (1):97-100.
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  32.  2
    Yuet Keung Lo (2013). Riding the Wind with Liezi: New Perspectives on the Daoist Classic Edited by Ronnie Littlejohn and Jeffrey Dippmann (Review). [REVIEW] Philosophy East and West 63 (4):686-689.
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  33.  4
    Ronnie Ellenblum (1993). Martin Rheinheimer, Das Kreuzfahrerfürstentum Galiläa.(Kieler Werkstücke, C/L.) Frankfurt Am Main: Peter Lang, 1990. Paper. Pp. Ix, 299; Black-and-White Illustration, 2 Tables, 4 Maps. $64.80. [REVIEW] Speculum 68 (4):1203-1204.
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  34. Ronnie L. Scharfman (forthcoming). Thanatography: Writing and Death in Abdelwahab Meddeb's" Talismano". Substance.
     
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  35.  84
    James Elliott (forthcoming). The Power of Humility in Sceptical Religion: Why Ietsism is Preferable to J. L. Schellenberg's Ultimism. Religious Studies:1-20.
    J. L. Schellenberg’s Philosophy of Religion argues for a specific brand of sceptical religion that takes ‘Ultimism’ – the proposition that there is a metaphysically, axiologically, and soteriologically ultimate reality – to be the object to which the sceptical religionist should assent. In this article I shall argue that Ietsism – the proposition that there is merely something transcendental worth committing ourselves to religiously – is a preferable object of assent. This is for two primary reasons. First, Ietsism is far (...)
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  36. Maria Kronfeldner (2009). If There is Nothing Beyond the Organic...: Heredity and Culture at the Boundaries of Anthropology in the Work of Alfred L. Kroeber. [REVIEW] NTM - Journal of the History of Science, Technology and Medicine 17 (2):107-134.
    Continuing Franz Boas' work to establish anthropology as an academic discipline in the US at the turn of the twentieth century, Alfred L. Kroeber re-defined culture as a phenomenon sui generis. To achieve this he asked geneticists to enter into a coalition against hereditarian thoughts prevalent at that time in the US. The goal was to create space for anthropology as a separate discipline within academia, distinct from other disciplines. To this end he crossed the boundary separating anthropology from biology (...)
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  37.  7
    Patrick Stokes (2016). The Problem of Spontaneous Goodness: From Kierkegaard to Løgstrup. Continental Philosophy Review 49 (2):139-159.
    Historically, Western philosophy has struggled to accommodate, or has simply denied, the moral value of spontaneous, non-reflective action. One important exception is in the work of K.E. Løgstrup, whose phenomenological ethics involves a claim that the ‘ethical demand’ of care for the other can only be realized through spontaneous assent to ‘sovereign expressions of life’ such as trust and mercy. Løgstrup attacks Kierkegaard for devaluing spontaneous moral action, but as I argue, Kierkegaard too offers an implicit view of spontaneous moral (...)
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  38.  72
    Sandra Pellanda Dieci, Laura Weise & Anne Monnier (2012). Analyse contrastée des attentes et des représentations d’étudiants en formation initiale à l’enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaireComparative analysis of the students’ expectations and representations in pre-service teacher training for secondary school depending on whether they have a student teaching placement or not. Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to whether (...)
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  39.  36
    Lucie Roger, Philippe Maubant & Bernard Mercier (2012). Une perspective bachelardienne pour lire et comprendre les situations d'aprentissage professionnel de la formation à l'enseignement. Phronesis 1 (1):92-101.
    This text presents a few preliminary results of research currently being conducted at the Université de Sherbrooke’s Research Institute on Educational Practices. The study seeks to understand how situations presented in teacher education can support the functioning and success of trainee teachers’ professional learning. The article’s aim is to identify the points of convergence between situations of professional activity, situations of professional learning, and training situations. The text will attempt to analyze the role that can be played by certain training (...)
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  40.  9
    Melinda Gormley (2009). Scientific Discrimination and the Activist Scientist: L. C. Dunn and the Professionalization of Genetics and Human Genetics in the United States. [REVIEW] Journal of the History of Biology 42 (1):33 - 72.
    During the 1920s and 1930s geneticist L. C. Dunn of Columbia University cautioned Americans against endorsing eugenic policies and called attention to eugenicists' less than rigorous practices. Then, from the mid-1940s to early 1950s he attacked scientific racism and Nazi Rassenhygiene by co-authoring Heredity, Race and Society with Theodosius Dobzhansky and collaborating with members of UNESCO (United Nations Educational, Scientific, and Cultural Organization) on their international campaign against racism. Even though shaking the foundations of scientific discrimination was Dunn's primary concern (...)
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  41.  51
    Catherine Guillaumin (2012). La Situation Professionnelle : Moment Critique Dans L’Action, Interface de la Formation En Alternance le Cas Particulier de la Formation En Soins infirmiersThe Professional Situation: Critical Moment in Action, Interface of Practicum Training The Specific Case of Nurse Training. Phronesis 1 (1):21-39.
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the context of (...)
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  42.  51
    Stéphane Martineau & Joséphine Mukamurera (2012). Tour d’horizon des principaux programmes et dispositifs de soutien à l’insertion professionnelle en enseignementOverview of key measures to support teacher inductions. Phronesis 1 (2):45-62.
    This text provides a brief portrait of teacher induction programs in place in the school boards in Quebec and an analysis of three major support systems used. The analysis is based on both the descriptive documents integration programs posted on the website of the Carrefour national de l’insertion professionnelle en enseignement (CNIPE) as well as a review of research. Ce texte présente un bref portrait des programmes d’insertion professionnelle mis en place dans les commissions scolaires québécoises ainsi qu’une analyse de (...)
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  43.  52
    Stéphane Martineau & Joséphine Mukamurera (2012). Tour d'horizon des principaux programmes et dispositifs de soutien à l'insertion professionnelle en enseignement. Phronesis 1 (2):45-62.
    This text provides a brief portrait of teacher induction programs in place in the school boards in Quebec and an analysis of three major support systems used. The analysis is based on both the descriptive documents integration programs posted on the website of the Carrefour national de l’insertion professionnelle en enseignement (CNIPE) as well as a review of research. Ce texte présente un bref portrait des programmes d’insertion professionnelle mis en place dans les commissions scolaires québécoises ainsi qu’une analyse de (...)
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  44.  39
    Sandra Pellanda Dieci, Laura Weise & Anne Monnier (2012). Analyse contrastée des attentes et des représentations d'étudiants en formation initiale à l'enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaire. Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to whether (...)
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  45.  2
    Pierre Batellier (2016). Le rôle de l’État au regard de l’acceptabilité sociale des grands projets : quelques repères. Éthique Publique 18 (1).
    Dans le contexte actuel de nombreuses contestations de grands projets au Québec, le rôle de l’État au regard de l’acceptabilité sociale de tels projets doit être examiné. Or, les interventions de l’État et leur influence sur les réponses du public sont le plus souvent considérées à la pièce, sans perspective globale ni référence à une certaine conduite ou posture attendue de l’État dans la société, rendant la discussion difficile. Cet article propose des repères pour un tel examen. Nous appuyant sur (...)
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  46.  5
    Olga Bronnikova (2015). La fabrique de l’histoire des relations entre l’État russe et « ses » émigrés. Entre histoire « objective » de la Russie et histoires « subjectives » des migrants militants contestataires. Temporalités 22.
    Depuis 2011-2012, les milieux de migrants russes en France se mobilisent politiquement. On peut observer, d’une part, une mobilisation liée aux mouvements de protestation en Russie à la suite des élections jugées « truquées » et, d’autre part, une mobilisation encouragée par la politique de l’État russe envers « ses » émigrés. L’histoire, le passé, jouent un rôle primordial dans ces mobilisations. Du côté des autorités russes, les concepts et moments clés de l’histoire nationale sont mobilisés pour une construction consensuelle (...)
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  47.  8
    Michał Zabdyr-Jamróz (2015). Zwyczaje i obyczaje w filozofii prawa Herberta L. A. Harta. Diametros 45:144-164.
    The purpose of this paper is to provide an analytical framework – derived from the Herbert L.A. Hart’s philosophy of law – for the study of the phenomenon of habit and custom from the perspective of normativity. Its starting point is the Hart’s concept of “internal aspect of rules” as a necessary criterion for the rule’s normative character. The internal aspect exists in two forms: the “recognition” based on specific rules, and “acceptance”. The concept of acceptance reveals a difference between (...)
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  48.  31
    Louis Levasseur (2012). L'école québécoise et la «culture scolaire»: développement intégral de l'enfant, développement cognitif de l'élève et contextes éducatifs. Phronesis 1 (4):71-83.
    . The reasoning behind the reforms to education that began in 2000-2001 in Québec stemmed in part from a need to put the focus on the student’s intellectual development, rather than on overall personal development, as was the case in the 1970s. At this point, has intellectual development truly become a priority in teaching? Without providing a definitive or categorical answer, the author argues that, in some settings, socialization is more important than instruction and, in some subjects, knowledge as a (...)
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  49.  38
    Catherine Guillaumin (2012). La situation professionnelle : moment critique dans l'action, Interface de la formation en alternance le cas particulier de la formation en soins infirmiers. Phronesis 1 (1):21-39.
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the context of (...)
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  50.  10
    Alessandra Sciurba & Furri (2015). Au-delà de la frontière : la Charte de Lampedusa, un exemple de réécriture des droits contre la logique de l’enfermement. Éthique Publique 17 (1).
    Le présent article décrit l’élaboration de la Charte de Lampedusa et analyse les bouleversements politiques et géopolitiques qui ont suivi son écriture, en parallèle avec les évolutions des dispositifs humanitaires-militaires de création, de gestion et de contrôle des frontières dans la zone euro-méditerranéenne. Les frontières sont considérées à partir de leur fonction de séparation ; une séparation qui n’est pas seulement géographique, mais également sociale, culturelle, économique, et qui l’est aussi à l’intérieur des limites nationales. Potentialités et limites de la (...)
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