Search results for 'William Henry Scott' (try it on Scholar)

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  1. William Henry Scott (1918). Consciousness and Self-Consciousness. Philosophical Review 27 (1):1-20.score: 290.0
  2. William T. Scott (1981). Report From Bill Scott On Polanyi Biography. Tradition and Discovery 8 (2):2-3.score: 210.0
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  3. David Scott (2007). Critical Essays on Major Curriculum Theorists. Routledge.score: 150.0
    This volume offers a critical appreciation of the work of 16 leading curriculum theorists through critical expositions of their writings. Written by a leading name in Curriculum Studies, the book includes a balance of established curriculum thinkers and contemporary curriculum analysts from education as well as philosophy, sociology and psychology. With theorists from the UK, the US and Europe, there is also a spread of political perspectives from radical conservatism through liberalism to socialism and libertarianism. Theorists included are: John Dewey, (...)
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  4. Dominic Scott (1999). Aristotle on Well-Being and Intellectual Contemplation: Dominic Scott. Aristotelian Society Supplementary Volume 73 (1):225–242.score: 150.0
    [David Charles] Aristotle, it appears, sometimes identifies well-being (eudaimonia) with one activity (intellectual contemplation), sometimes with several, including ethical virtue. I argue that this appearance is misleading. In the Nicomachean Ethics, intellectual contemplation is the central case of human well-being, but is not identical with it. Ethically virtuous activity is included in human well-being because it is an analogue of intellectual contemplation. This structure allows Aristotle to hold that while ethically virtuous activity is valuable in its own right, the best (...)
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  5. Henry G. Liddell & Robert Scott (forthcoming). Rhuthmos. Rhuthmos.score: 150.0
    H. G. Liddell & R. Scott, A Greek-English Lexicon, rev. and aug. by Sir H. S. Jones. with the ass. of R. McKenzie, Oxford, Clarendon Press, 1940. ῥυθμός , Ion. ῥυσμός (v. infr. 111, IV), ὁ : (ῥέω) :— A. any regular recurring motion (“πᾶς ῥ. ὡρισμένῃ μετρεῖται κινήσει” Arist.Pr.882b2) : I. measured motion, time, whether in sound or motion, Democr.15c ; = ἡ τῆς κινήσεως τάξις, Pl.Lg.665a, cf. 672e ; “ὁ ῥ. ἐκ τοῦ ταχέος (...) - Études grecques (...)
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  6. R. Taylor Scott (1993). William H. Poteat. Tradition and Discovery 20 (1):6-12.score: 150.0
    William H. Poteat’s thought, while indebted to Michael Polanyi, originates in Poteat’s own project of remembering all articulate significances to their pre-articulate grounding in the mindbody. He invented the term mindbody both to overstep the traditional distinction between mind and body and to name the living arche of all meaning and meaning-discernment. In focusing on the recovery of the mindbody as the bedrock ontological matrix for the aquisition of speech, the act of explicit reference par excellence, Poteat radicalizes and (...)
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  7. John Scott (2011). William of Ockham: Dialogus: Part 2; Part 3, Tract 1. OUP/British Academy.score: 150.0
    William of Ockham was a medieval English philosopher and theologian (he was born about 1285, perhaps as late as 1288, and died in 1347 or 1348). In 1328 Ockham turned away from 'pure' philosophy and theology to polemic. From that year until the end of his life he worked to overthrow what he saw as the tyranny of Pope John XXII (1316-1334) and of his successors Popes Benedict XII (1334-1342) and Clement VI (1342-1352). This campaign led him into questions (...)
     
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  8. Clinton Collins, Rita M. Bean, Richard A. Brosio, Diane M. Dunlap, Harvey H. Neufeldt, Joan K. Smith, Donald Arnstine, William Casement & Mary E. Henry (1992). Book Review Section 1. [REVIEW] Educational Studies 23 (1):18-69.score: 140.0
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  9. William Kneale & Desmond Paul Henry (1968). The Logic of Saint Anselm. Philosophical Quarterly 18 (70):82.score: 140.0
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  10. William T. Scott (1982). The Question of a Religious Reality: Commentary on the Polanyi Papers. Zygon 17 (1):83-87.score: 120.0
    . Two aspects of the problem of interpreting Michael Polanyi’s outlook on religion are discussed. First, various ways of relating to reality beyond the objective perception of factuality must be considered, including the shift from I-It to I-Thou relations, and the self-giving mode of surrender to a symbolized reality. Second, the active use of the imagination in perception involves a commitment that the image is of something real, transcending the person. I believe that Polanyi understands both religious rituals and works (...)
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  11. John Henry (1986). A Cambridge Platonist's Materialism: Henry More and the Concept of Soul. Journal of the Warburg and Courtauld Institutes 49:172-195.score: 120.0
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  12. William Scott & Chris Oulton (1998). Environmental Values Education: An Exploration of its Role in the School Curriculum. Journal of Moral Education 27 (2):209-224.score: 120.0
    Abstract No matter how much our thinking about environmental education has changed over the years, and irrespective of whatever ideological perspectives have held sway, the notion that a consideration of values should have a central part in the process of such an education has been an enduring theme. This paper explores the role of environmental values education within the school curriculum and how it might contribute to the moral development of individual pupils and of society. This paper looks, from a (...)
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  13. John Henry (2001). Animism and Empiricism: Copernican Physics and the Origins of William Gilbert's Experimental Method. Journal of the History of Ideas 62 (1):99-119.score: 120.0
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  14. William E. Henry (1947). Art and Cultural Symbolism: A Psychological Study of Greeting Cards. Journal of Aesthetics and Art Criticism 6 (1):36-44.score: 120.0
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  15. John G. Scott, Rebecca G. Scott, William L. Miller, Kurt C. Stange & Benjamin F. Crabtree (2009). Healing Relationships and the Existential Philosophy of Martin Buber. Philosophy, Ethics, and Humanities in Medicine 4 (1):11-.score: 120.0
    The dominant unspoken philosophical basis of medical care in the United States is a form of Cartesian reductionism that views the body as a machine and medical professionals as technicians whose job is to repair that machine. The purpose of this paper is to advocate for an alternative philosophy of medicine based on the concept of healing relationships between clinicians and patients. This is accomplished first by exploring the ethical and philosophical work of Pellegrino and Thomasma and then by connecting (...)
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  16. Andrew Stables & William Scott (1999). Environmental Education and the Discourses of Humanist Modernity: Redefining Critical Environmental Literacy. Educational Philosophy and Theory 31 (2):145–155.score: 120.0
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  17. Stephen Gough & William Scott (2001). Curriculum Development and Sustainable Development: Practices, Institutions and Literacies. Educational Philosophy and Theory 33 (2):137–152.score: 120.0
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  18. Kathryn P. Scott & Deborah Martin Floyd (1991). Floyd and Scott, From Page 13. Inquiry 8 (4):26-26.score: 120.0
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  19. William T. Scott (1971). Tacit Knowing and the Concept of Mind. Philosophical Quarterly 21 (82):22-35.score: 120.0
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  20. Frederick J. D. Scott (1990). The Philosophical Psychology of William James. Idealistic Studies 20 (1):84-85.score: 120.0
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  21. Andrew Stables & William Scott (2001). Post-Humanist Liberal Pragmatism? Environmental Education Out of Modernity. Journal of Philosophy of Education 35 (2):269–279.score: 120.0
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  22. William O. Scott (2006). "A Woman's Thought Runs Before Her Actions": Vows as Speech Acts In. Philosophy and Literature 30 (2):2.score: 120.0
  23. Frederick J. D. Scott (1958). William James and Maurice Blondel. New Scholasticism 32 (1):32-44.score: 120.0
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  24. Stanley J. Scott (1977). Wallace Stevens and William James: The Poetics of Pure Experience. Philosophy and Literature 1 (2):183-191.score: 120.0
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  25. John Henry, Henry More. Stanford Encyclopedia of Philosophy.score: 120.0
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  26. Denis Henry & B. Walker (1969). Religion and Philosophy in Tacitus Russell T. Scott: Religion and Philosophy in the Histories of Tacitus. (Papers and Monographs, Xxii.) Pp. Xiv+140. Rome: American Academy, 1968. Cloth. [REVIEW] The Classical Review 19 (02):181-183.score: 120.0
  27. Desmond Paul Henry (1968). William of Sherwood's Introduction to Logic. Philosophical Studies 17:360-361.score: 120.0
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  28. Desmond Paul Henry (1969). William of Sherwood's Treatise on Syncategorematic Words Translated with an Introduction and Notes. Philosophical Studies 18:264-267.score: 120.0
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  29. William O. Scott (2006). "A Woman's Thought Runs Before Her Actions": Vows as Speech Acts in As You Like It. Philosophy and Literature 30 (2):528-539.score: 120.0
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  30. Stephen F. Butler, Thomas E. Schacht, William P. Henry & Hans H. Strupp (1984). Psychotherapy Versus Placebo: Revisiting a Pseudo Issue. Behavioral and Brain Sciences 7 (4):756-757.score: 120.0
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  31. Erica Fleishman, David E. Blockstein, John A. Hall, Michael B. Mascia, Murray A. Rudd, J. Michael Scott, William J. Sutherland, Ann M. Bartuska, A. Gordon Brown & Catherine A. Christen (2011). Top 40 Priorities for Science to Inform US Conservation and Management Policy. Bioscience 61 (4):290-300.score: 120.0
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  32. Stephen Gough & William Scott (2000). Exploring the Purposes of Qualitative Data Coding in Educational Enquiry: Insights From Recent Research. Educational Studies 26 (3):339-354.score: 120.0
    A number of questions are raised concerning the purposes of data coding in qualitative research. It is suggested that in some cases these purposes may usefully be organised into two broad categories, each of which requires a separate coding response. A research project is briefly described in which it was found useful to employ two distinct, though connected, phases of data coding along the lines proposed.
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  33. Paget Henry (2007). CLR James and the Orthodoxies of John McClendon and David Scott: A Review Essay. Clr James Journal 13 (1):275-289.score: 120.0
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  34. Paul Henry (1959). Paul Henry, SJ. The Saint Augustine Lecture Series:43-44.score: 120.0
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  35. Ida M. Martinson & William F. Henry (1980). Home Care for Dying Children. Hastings Center Report 10 (2):5-7.score: 120.0
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  36. William T. Scott (1980). American Academy of Religion Consultation on Polanyi and the Interpretation of Religion Dallas, Nov. 9. Tradition and Discovery 8 (1):1-3.score: 120.0
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  37. William T. Scott (1970). A Bridge From Science to Religion Based on Polanyi's Theory of Knowledge. Zygon 5 (1):41-62.score: 120.0
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  38. William Taussig Scott (1998). At the Wheel of the World. Tradition and Discovery 25 (3):10-25.score: 120.0
    This essay provides some interesting elements of early Polanyi family history as well as comments on Budapest and Hungarian history and culture at the turn of the century. It presents the Polanyis as intellectuals immersed in a worldly environment, led by “Cecil-Mama,” the radical mother of Michael Polanyi.
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  39. William Scott (2006). Did the French Revolution Have a Philosophy of History? In A. L. Macfie (ed.), The Philosophy of History: Talks Given at the Institute of Historical Research, London, 2000-2006. Palgrave Macmillan.score: 120.0
     
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  40. William Scott (1999). Environmental Education: Arguing the Case for Multiple Approaches. Educational Studies 25 (1):89-97.score: 120.0
    This paper develops existing arguments about the need to rethink ways in which environmental education is conceptualised, interpreted and enacted by schools, teachers and students working within their communities. In doing this, it critiques what it sees as the narrowing and constraining influence that socially critical theory has exerted over the field, and calls for multiple approaches, carefully and communally deliberated on, in order to deliver the (environmental) educational goals deemed appropriate and necessary by schools and communities. Such an approach, (...)
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  41. William Robert Scott (1900/1992). Francis Hutcheson: His Life, Teaching, and Position in the History of Philosophy. Thoemmes Press.score: 120.0
  42. William T. Scott (2005). Michael Polanyi: Scientist and Philosopher. Oxford University Press.score: 120.0
    Michael Polanyi was one of the great figures of European intellectual life in the 20th century. A highly acclaimed physical chemist in the first period of his career who became a celebrated philosopher after World War II, Polanyi taught in Germany, England, and the United States and associated with many of the leading intellects of his time. His biography has remained unwritten partly because his many and scattered interests in a wide variety of fields, including six subfields of physical chemistry, (...)
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  43. William T. Scott (1972). Reply to Ruth Anna Putnam. Mind 81 (324):581-583.score: 120.0
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  44. Mary Scott (1996). Scott Adams. Business Ethics 10 (4):26-29.score: 120.0
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  45. Drusilla Scott (1986). Scott Replies to Harker Letter. Tradition and Discovery 14 (2):25-26.score: 120.0
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  46. William T. Scott (1988). The Janowice Conference, Polanyi In Poland. Tradition and Discovery 16 (2):28-32.score: 120.0
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  47. James L. Wattenbarger, Marvin S. Alkin, Jean Dredsen Gramrs, Paul L. Dressel, Rita S. Saslaw, T. Barr Greenfield, Russell Thornton, Donald M. Scott, William Duffy, Mario D. Fantini, Alan H. Jones & Ruth Brownlee Johnson (2009). Innovation in Education. Educational Studies 3 (3):174-183.score: 120.0
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  48. P. E. Winter, Henry J. Watt, W. J., W. R. Scott, R. A. C. Macmillan, C. Valentine & J. B. Payne (1911). New Books. [REVIEW] Mind 20 (1):574-591.score: 120.0
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  49. Berch Berberoglu, Andrew Howard, Walda Katz-Fishman, Ife Modupe, Martin Orr, James Petras, Jerome Scott, Howard J. Sherman, Alvin Y. So, Alan J. Spector & Henry Veltmeyer (2004). Globalization and Change: The Transformation of Global Capitalism. Lexington Books.score: 80.0
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  50. David Berman, John Vladimir Price & William Scott (eds.) (1994). Scottish Enlightenment Iii. Routledge.score: 80.0
    The third collection in this series includes the same combination of scarce and not so well-known texts as well as more important and popular works.
     
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