Search results for 'Theory (Philosophy' (try it on Scholar)

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  1. World Congress on Philosophy of Law and Social Philosophy, Mikael M. Karlsson, Ólafur Páll Jónsson & Eyja Margrét Brynjarsdóttir (1997). Recht, Gerechtigkeit Und der Staat Studien Zu Gerechtigkeit, Demokratie, Nationalität, Nationalen Staaten Und Supranationalen Staaten Aus der Perspektive der Rechtstheorie, der Sozialphilosophie Und der Sozialwissenschaften = Law, Justice, and the State : Studies in Justice, Democracy, Nationality, National States, and Supra-National States From the Standpoints of Legal Theory, Social Philosophy, and Social Science. Monograph Collection (Matt - Pseudo).
     
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  2.  10
    Berislav Žarnić, On the Logical Form of Educational Philosophy and Theory: Herbart, Mill, Frankena, and Beyond. Encyclopedia of Educational Philosophy and Theory: Living Reference Work.
    The investigation into logical form and structure of natural sciences and mathematics covers a significant part of contemporary philosophy. In contrast to this, the metatheory of normative theories is a slowly developing research area in spite of its great predecessors, such as Aristotle, who discovered the sui generis character of practical logic, or Hume, who posed the “is-ought” problem. The intrinsic reason for this situation lies in the complex nature of practical logic. The metatheory of normative educational philosophy and (...) inherits all the difficulties inherent in the general metatheory but has also significantly contributed to its advancement. In particular, the discussion on its mixed normative-descriptive character and complex composition has remained an important part of research in educational philosophy and theory. The two points seem to be indisputable. First, the content of educational philosophy and theory is a complex one, connecting different disciplines. Second, these disciplines are integrated within the logical form of practical inference or means-end reasoning. On the other hand, the character of consequence relation in this field, although generally recognized as specific, represents an unresolved prob- lem, a solution of which requires a sophisticated logical theory and promises to influence the self- understanding of educational philosophy and theory. (shrink)
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  3.  23
    Keith Morrison (2008). Educational Philosophy and the Challenge of Complexity Theory. Educational Philosophy and Theory 40 (1):19–34.
    Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily (...)
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  4.  41
    Michael D. Potter (2004). Set Theory and its Philosophy: A Critical Introduction. Oxford University Press.
    Michael Potter presents a comprehensive new philosophical introduction to set theory. Anyone wishing to work on the logical foundations of mathematics must understand set theory, which lies at its heart. Potter offers a thorough account of cardinal and ordinal arithmetic, and the various axiom candidates. He discusses in detail the project of set-theoretic reduction, which aims to interpret the rest of mathematics in terms of set theory. The key question here is how to deal with the paradoxes (...)
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  5. Mark Kaplan (1983). Decision Theory as Philosophy. Philosophy of Science 50 (4):549-577.
    Is Bayesian decision theory a panacea for many of the problems in epistemology and the philosophy of science, or is it philosophical snake-oil? For years a debate had been waged amongst specialists regarding the import and legitimacy of this body of theory. Mark Kaplan had written the first accessible and non-technical book to address this controversy. Introducing a new variant on Bayesian decision theory the author offers a compelling case that, while no panacea, decision theory does (...)
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  6.  4
    Garin Dowd, Philosophy's Broken Mirror: Genre Theory and the Strange Place of Poetry and the Poem From Plato to Badiou.
    This chapter explores the rather striking manner in which at key moments in the history of philosophy, in the discipline’s attempts at self-definition, the genre or literary form of poetry plays a key role. Philosophy, at these moments, has been defined, inter alia, as the enemy of poetry, the guiding light for the philosopher who can only try and inevitably fail to emulate its brilliance, or as the anomalous guest at the philosophical table with whom the host discipline has relations (...)
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  7.  68
    Italo Testa (2015). Ontology of the False State. On the Relation Between Critical Theory, Social Philosophy, and Social Ontology. Journal of Social Ontology 1 (2):271-300.
    In this paper I will argue that critical theory needs to make its socio-ontological commitments explicit, whilst on the other hand I will posit that contemporary social ontology needs to amend its formalistic approach by embodying a critical theory perspective. In the first part of my paper I will discuss how the question was posed in Horkheimer’s essays of the 1930s, which leave open two options: (1) a constructive inclusion of social ontology within social philosophy, or else (2) (...)
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  8.  45
    Elizabeth Gould (2011). Feminist Imperative(s) in Music and Education: Philosophy, Theory, or What Matters Most. Educational Philosophy and Theory 43 (2):130-147.
    A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, reflexive, and reflective of the (...)
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  9.  97
    Mary K. McCurry, Susan M. Hunter Revell & Sr Callista Roy (2010). Knowledge for the Good of the Individual and Society: Linking Philosophy, Disciplinary Goals, Theory, and Practice. Nursing Philosophy 11 (1):42-52.
    Nursing as a profession has a social mandate to contribute to the good of society through knowledge-based practice. Knowledge is built upon theories, and theories, together with their philosophical bases and disciplinary goals, are the guiding frameworks for practice. This article explores a philosophical perspective of nursing's social mandate, the disciplinary goals for the good of the individual and society, and one approach for translating knowledge into practice through the use of a middle-range theory. It is anticipated that the (...)
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  10. Boudewijn de Bruin (2005). Game Theory in Philosophy. Topoi 24 (2):197-208.
    Game theory is the mathematical study of strategy and conflict. It has wide applications in economics, political science, sociology, and, to some extent, in philosophy. Where rational choice theory or decision theory is concerned with individual agents facing games against nature, game theory deals with games in which all players have preference orderings over the possible outcomes of the game. This paper gives an informal introduction to the theory and a survey of applications in diverse (...)
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  11.  21
    Roberto Frega (2014). Between Pragmatism and Critical Theory: Social Philosophy Today. [REVIEW] Human Studies 37 (1):57-82.
    This paper aims at renovating the prospects for social philosophy through a confrontation between pragmatism and critical theory. In particular, it contends that the resources of pragmatism for advancing a project of emancipatory social philosophy have so far been neglected. After contrasting the two major traditions in social philosophy—the analytical and the critical—I proceed to outline the main traits of a pragmatist social philosophy. By inscribing pragmatism within the tradition of social philosophy, my aim is to promote a new (...)
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  12.  10
    John Corcoran (1983). 1983 Review in Mathematical Reviews 83e:03005 Of: Cocchiarella, Nino “The Development of the Theory of Logical Types and the Notion of a Logical Subject in Russell's Early Philosophy: Bertrand Russell's Early Philosophy, Part I”. Synthese 45 (1980), No. 1, 71-115. MATHEMATICAL REVIEWS 83:03005.
    CORCORAN RECOMMENDS COCCHIARELLA ON TYPE THEORY. The 1983 review in Mathematical Reviews 83e:03005 of: Cocchiarella, Nino “The development of the theory of logical types and the notion of a logical subject in Russell's early philosophy: Bertrand Russell's early philosophy, Part I”. Synthese 45 (1980), no. 1, 71-115 .
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  13.  33
    Andrew Bowie (1996). From Romanticism to Critical Theory: The Philosophy of German Literary Theory. Routledge.
    From Romanticism to Critical Theory explores the philosophical origins of literary theory via the tradition of German philosophy that began with the Romantic reaction to Kant. It traces the continuation of the Romantic tradition of Novalis, Friedrich Schlegel and Schleiermacher, in Heidegger's approaches to art and thruth, and in the Critical Theory of Benjamin and Adorno. Andrew Bowie argues, against many current assumptions, that the key aspect of literary theory is not the demonstration of how meaning (...)
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  14.  38
    Alison Pease, Alan Smaill, Simon Colton & John Lee (2009). Bridging the Gap Between Argumentation Theory and the Philosophy of Mathematics. Foundations of Science 14 (1-2):111-135.
    We argue that there are mutually beneficial connections to be made between ideas in argumentation theory and the philosophy of mathematics, and that these connections can be suggested via the process of producing computational models of theories in these domains. We discuss Lakatos’s work (Proofs and Refutations, 1976) in which he championed the informal nature of mathematics, and our computational representation of his theory. In particular, we outline our representation of Cauchy’s proof of Euler’s conjecture, in which we (...)
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  15.  13
    Jacqueline Broad (2015). The Philosophy of Mary Astell: An Early Modern Theory of Virtue. Oxford University Press.
    Mary Astell is best known today as one of the earliest English feminists. This book sheds new light on her writings by interpreting her first and foremost as a moral philosopher—as someone committed to providing guidance on how best to live. The central claim of this work is that all the different strands of Astell’s thought—her epistemology, her metaphysics, her philosophy of the passions, her feminist vision, and her conservative political views—are best understood in light of her ethical objectives. To (...)
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  16.  18
    Gerald L. Bruns (1999). Tragic Thoughts at the End of Philosophy: Language, Literature, and Ethical Theory. Northwestern University Press.
    Recently, a number of Anglo-American philosophers of very different sorts--pragmatists, metaphysicians, philosophers of language, philosophers of law, moral philosophers--have taken a reflective rather than merely recreational interest in literature. Does this literary turn mean that philosophy is coming to an end or merely down to earth? In this collection of essays, one of the most insightful of contemporary literary theorists investigates the intersection of literature and philosophy, analyzing the emerging preferences for practice over theory, particulars over universals, events over (...)
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  17.  11
    Yvonne Sherratt (2006). Continental Philosophy of Social Science: Hermeneutics, Genealogy, Critical Theory. Cambridge University Press.
    Continental Philosophy of Social Science demonstrates the unique and autonomous nature of the continental approach to social science and contrasts it with the Anglo-American tradition. Yvonne Sherratt argues for the importance of an historical understanding of the Continental tradition in order to appreciate its individual, humanist character. Examining the key traditions of hermeneutic, genealogy, and critical theory, and the texts of major thinkers such as Gadamer, Ricoeur, Derrida, Nietzsche, Foucault, the Early Frankfurt School and Habermas, she also contextualizes contemporary (...)
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  18. Rodolphe Gasché (2007). The Honor of Thinking: Critique, Theory, Philosophy. Stanford University Press.
    The Honor of Thinking investigates the limits of criticism, theory, and philosophy in light of what Martin Heidegger and French post-Heideggerian philosophers have established about the nature and tasks of thinking. In addition to in-depth analyses of Walter Benjamin's conception of critique—and in particular the relation of critique to ethics, as well as alternative models of criticism (such as Heidegger's notion of “Auseinandersetzung,” and Derridean deconstruction)—this book contains essays on the notion of theory from the Greeks and the (...)
     
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  19.  36
    S. Sandford (2015). Contradiction of Terms: Feminist Theory, Philosophy and Transdisciplinarity. Theory, Culture and Society 32 (5-6):159-182.
    What happens when well-defined disciplines meet or are confronted with transdisciplinary discourses and concepts, where transdisciplinary concepts are analytical tools rather than specifications of a field of objects or a class of entities? Or, if disciplines reject transdisciplinary discourses and concepts as having no part to play in their practice, why do they so reject them? This essay addresses these questions through a discussion of the relationship between philosophy – the most tightly policed discipline in the humanities – and what (...)
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  20. Jonathan Allday (2009). Quantum Reality: Theory and Philosophy. Taylor & Francis Group.
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  21.  7
    Krzysztof Wójtowicz (2010). Theory of Quantum Computation and Philosophy of Mathematics. Part I. Logic and Logical Philosophy 18 (3-4):313-332.
    The aim of this paper is to present some basic notions of the theory of quantum computing and to compare them with the basic notions of the classical theory of computation. I am convinced, that the results of quantum computation theory (QCT) are not only interesting in themselves, but also should be taken into account in discussions concerning the nature of mathematical knowledge. The philosophical discussion will however be postponed to another paper. QCT seems not to be (...)
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  22. Ian Hunter (2009). Spirituality and Philosophy in Post-Structuralist Theory. History of European Ideas 35 (1):265-275.
    This paper discusses the role of a particular form of philosophical spirituality in the emergence of post-structuralist theory. Initially elaborated in the post-Kantian metaphysics of Husserl and Heidegger, and focused in recondite acts of intellectual self-transformation, this form of spirituality was transposed into a literary hermeneutics that permitted its wider dissemination in the Anglo-american humanities academy. Post-structuralist theory is the result of this historical transformation.
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  23. J. E. Baggott (2003). Beyond Measure: Modern Physics, Philosophy, and the Meaning of Quantum Theory. Oxford University Press.
    Quantum theory is one the most important and successful theories of modern physical science. It has been estimated that its principles form the basis for about 30 per cent of the world's manufacturing economy. This is all the more remarkable because quantum theory is a theory that nobody understands. The meaning of Quantum Theory introduces science students to the theory's fundamental conceptual and philosophical problems, and the basis of its non-understandability. It does this with the (...)
     
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  24.  89
    Mary Tiles (1989). The Philosophy of Set Theory: An Historical Introduction to Cantor's Paradise. Dover Publications.
    David Hilbert famously remarked, “No one will drive us from the paradise that Cantor has created.” This volume offers a guided tour of modern mathematics’ Garden of Eden, beginning with perspectives on the finite universe and classes and Aristotelian logic. Author Mary Tiles further examines permutations, combinations, and infinite cardinalities; numbering the continuum; Cantor’s transfinite paradise; axiomatic set theory; logical objects and logical types; independence results and the universe of sets; and the constructs and reality of mathematical structure. Philosophers (...)
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  25.  19
    Tim Henning (2014). Alienation—New Perspectives From Environmental Ethics, Social Philosophy, and Action Theory; an Introduction. Ethical Theory and Moral Practice 17 (1):7-11.
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  26. Kai Nielsen (1991). After the Demise of the Tradition: Rorty, Critical Theory, and the Fate of Philosophy. Westview Press.
  27. Richard Freadman & Lloyd Reinhardt (eds.) (1991). On Literary Theory and Philosophy. St. Martin's Press.
     
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  28. David Boersema (2012). Philosophy of Art: Aesthetic Theory and Practice. Westview Press.
     
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  29.  13
    Costas Douzinas & C. A. Gearty (eds.) (2014). The Meanings of Rights: The Philosophy and Social Theory of Human Rights. Cambridge University Press.
    Questioning some of the repetitive and narrow theoretical writings on rights, a group of leading intellectuals examine human rights from philosophical, theological, historical, literary and political perspectives.
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  30. Richard Freadman & Lloyd Reinhardt (1991). On Literary Theory and Philosophy a Cross-Disciplinary Encounter. Monograph Collection (Matt - Pseudo).
     
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  31. Radhey Shyam Kaushal (2011). The Science of Philosophy: Theory of Fundamental Processes in Human Behaviour and Experiences. D.K. Printworld.
    pt. 1. Basics of eastern and western views -- pt. 2. New analytical methods and workability -- pt. 3. Predictive power and future prospects.
     
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  32. Mark Mason (ed.) (2009). Complexity Theory and the Philosophy of Education. Wiley-Blackwell.
    A collection of scholarly essays, __Complexity Theory and the Philosophy of Education__ provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change. Explains the contributions of complexity theory to philosophy of education, curriculum, and educational research Brings together new research by an international team of contributors Debates issues ranging from the culture of curriculum, to the implications of work of key philosophers such as Foucault and John Dewey for (...)
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  33. Mark Mason (ed.) (2009). Complexity Theory and the Philosophy of Education. Wiley-Blackwell.
    A collection of scholarly essays, __Complexity Theory and the Philosophy of Education__ provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change. Explains the contributions of complexity theory to philosophy of education, curriculum, and educational research Brings together new research by an international team of contributors Debates issues ranging from the culture of curriculum, to the implications of work of key philosophers such as Foucault and John Dewey for (...)
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  34. Alfred G. B. Prather (2005). Philosophy Theory and Structure of Consciousness. Kearney: Morris Publ.
     
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  35. Yvanka B. Raynova (ed.) (2015). Community, Praxis, and Values in a Postmetaphysical Age. Studies on Exclusion and Social Integration in Feminist Theory and Contemporary Philosophy. Axia Academic Publishers.
    The following volume is published on the occasion of the 15th anniversary of the establishment of the Institute for Axiological Research in Vienna – the first European Institute for the advanced philosophical and interdisciplinary study of values – and is divided in two parts. The first one treats specific problems of women's struggle for rights, freedoms, and recognition, and moves successively to thematically broader methodological and hermeneutical approaches of the phenomena of exclusion and the possibilities of social integration, which are (...)
     
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  36. Donald O. Rudin (2001). Textbook of Programmed Science and Unified Philosophy: Beyond Socrates to a Theory of the World: A Universal Program Produces a World Theory. Core Books.
     
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  37. Peter Godfrey-Smith (2003). Theory and Reality: An Introduction to the Philosophy of Science. University of Chicago Press.
    How does science work? Does it tell us what the world is "really" like? What makes it different from other ways of understanding the universe? In Theory and Reality , Peter Godfrey-Smith addresses these questions by taking the reader on a grand tour of one hundred years of debate about science. The result is a completely accessible introduction to the main themes of the philosophy of science. Intended for undergraduates and general readers with no prior background in philosophy, (...) and Reality covers logical positivism the problems of induction and confirmation Karl Popper's theory of science Thomas Kuhn and "scientific revolutions" the views of Imre Lakatos, Larry Laudan, and Paul Feyerabend and challenges to the field from sociology of science, feminism, and science studies. The book then looks in more detail at some specific problems and theories, including scientific realism, the theory-ladeness of observation, scientific explanation, and Bayesianism. Finally, Godfrey-Smith defends a form of philosophical naturalism as the best way to solve the main problems in the field. Throughout the text he points out connections between philosophical debates and wider discussions about science in recent decades, such as the infamous "science wars." Examples and asides engage the beginning student a glossary of terms explains key concepts and suggestions for further reading are included at the end of each chapter. However, this is a textbook that doesn't feel like a textbook because it captures the historical drama of changes in how science has been conceived over the last one hundred years. Like no other text in this field, Theory and Reality combines a survey of recent history of the philosophy of science with current key debates in language that any beginning scholar or critical reader can follow. (shrink)
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  38. Barry Smith (1988). Gestalt Theory: An Essay in Philosophy. In Foundations of Gestalt Theory. Philosophia 11-81.
    The Austrian philosopher Christian von Ehrenfels published his essay "On 'Gestalt Qualities'" in 1890. The essay initiated a current of thought which enjoyed a powerful position in the philosophy and psychology of the first half of this century and has more recently enjoyed a minor resurgence of interest in the area of cognitive science, above all in criticisms of the so-called 'strong programme' in artificial intelligence. The theory of Gestalt is of course associated most specifically with psychologists of the (...)
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  39.  80
    Jens Timmermann (2007). Simplicity and Authority: Reflections on Theory and Practice in Kant's Moral Philosophy. Journal of Moral Philosophy 4 (2):167-182.
    What is the proper task of Kantian ethical theory? This paper seeks to answer this question with reference to Kant's reply to Christian Garve in Section I of his 1793 essay on Theory and Practice . Kant reasserts the distinctness and natural authority of our consciousness of the moral law. Every mature human being is a moral professional—even philosophers like Garve, if only they forget about their ill-conceived ethical systems and listen to the voice of pure practical reason. (...)
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  40. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.
    Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.
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  41.  23
    Chiel van den Akker (2012). The Exemplification Theory of History: Narrativist Philosophy and the Autonomy of History. Journal of the Philosophy of History 6 (2):236-257.
    The “exemplification theory of history” is proposed to account for the relationship between the past and historical narratives. The theory states that what belongs to the past according to some narrative does so in order to exemplify the historical thesis of that narrative. As such the theory explains how the past receives its meaning. This implies that the past has no intrinsic historical meaning itself. Moreover, it follows that historical narratives possess an autonomy of their own with (...)
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  42.  33
    Haifeng Yang (2006). Critique of Metaphysics, Capital Logic and Totality, and Social Critique Theory: The Three Critical Dimensions of Marx's Philosophy. [REVIEW] Frontiers of Philosophy in China 1 (2):269-278.
    Karl Marx's philosophy includes three dimensions of critique. The first is the critique of metaphysics, which is also the major premise on the basis of which Marx turns his philosophical viewpoint to the analysis of social life and its cultural logic. The second is the capital logic and totality, the core of Marx's philosophy, according to which Marx exposes the totality and contradictions inherent in the capital logic. The third is the theory of social critique that is the realistic (...)
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  43.  11
    Steven E. Wallis (2012). The Right Tool for the Job: Philosophy's Evolving Role in Advancing Management Theory. Philosophy of Management 6 (3):8.
    In this paper, I build on Wittgenstein’s metaphor of a toolbox to introduce the metaphor of ‘tool confusion’ – how differing conceptual constructs may be applied, or misapplied, to one another and the effect that such applications have on the advancement of management theory. Moving beyond metaphor, I investigate a theory of management through two specific philosophical lenses (Popper and Lyotard). This analysis tests both the theory and the philosophies with regard to how each philosophy may be (...)
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  44.  9
    F. Töpfer & U. Wiesing (2005). The Medical Theory of Richard Koch II: Natural Philosophy and History. [REVIEW] Medicine, Health Care and Philosophy 8 (3):323-334.
    Richard Koch1 became known in the 1920s with works on basic medical theory. Among these publications, the character of medical action and its status within the theory of science was presented as the most important theme. While science is inherently driven by the pursuit of knowledge for its own sake, medicine pursues the practical purpose of helping the sick. Therefore, medicine must be seen as an active relationship between a helping and a suffering person. While elucidating this relationship, (...)
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  45.  26
    Quanxing Xu (2008). Theory on the Cultivation of Cognitive Subjects in Chinese Philosophy. Frontiers of Philosophy in China 3 (1):39-54.
    The epistemology in Chinese philosophy remarkably emphasizes the cultivation of cognitive subjects. According to such epistemology, intelligence arises from benevolence, and thus morality should be valued to gain knowledge. In this way, epistemology is integrated with theories of values and cultivation. The cultivation of cognitive subjects in Chinese philosophy mainly involves a stance, attitudes, ways of thinking and feelings of a cognitive subject. To expatiate and develop the theory of the cultivation of cognitive subjects in Chinese philosophy has much (...)
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  46.  87
    Vincent C. Müller (2011). Philosophy and Theory of Artificial Intelligence, 3–4 October (Report on PT-AI 2011). The Reasoner 5 (11):192-193.
    Report for "The Reasoner" on the conference "Philosophy and Theory of Artificial Intelligence", 3 & 4 October 2011, Thessaloniki, Anatolia College/ACT, http://www.pt-ai.org. --- Organization: Vincent C. Müller, Professor of Philosophy at ACT & James Martin Fellow, Oxford http://www.sophia.de --- Sponsors: EUCogII, Oxford-FutureTech, AAAI, ACM-SIGART, IACAP, ECCAI.
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  47. Klein Bluemink & Gerardus Johannes (2000). Kissingerian Realism in International Politics: Political Theory, Philosophy, and Practice. S.N..
     
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  48. Iris V. Cully & Randolph Crump Miller (1978). Process and Relationship Issues in Theory, Philosophy, and Religious Education : A Festschrift for Randolph Crump Miller. Monograph Collection (Matt - Pseudo).
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  49.  41
    Mark Mason (2008). Complexity Theory and the Philosophy of Education. Educational Philosophy and Theory 40 (1):4–18.
    This volume provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change.
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  50. Eddy Nahmias & Dylan Murray (2010). Experimental Philosophy on Free Will: An Error Theory for Incompatibilist Intuitions. In Jesus Aguilar, Andrei Buckareff & Keith Frankish (eds.), New Waves in Philosophy of Action. Palgrave-Macmillan 189--215.
    We discuss recent work in experimental philosophy on free will and moral responsibility and then present a new study. Our results suggest an error theory for incompatibilist intuitions. Most laypersons who take determinism to preclude free will and moral responsibility apparently do so because they mistakenly interpret determinism to involve fatalism or “bypassing” of agents’ relevant mental states. People who do not misunderstand determinism in this way tend to see it as compatible with free will and responsibility. We discuss (...)
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