Search results for 'Wim Peters' (try it on Scholar)

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  1. Wim Peters, Maria-Teresa Sagri & Daniela Tiscornia (2007). The Structuring of Legal Knowledge in Lois. Artificial Intelligence and Law 15 (2):117-135.score: 240.0
    Legal information retrieval is in need of the provision of legal knowledge for the improvement of search strategies. For this purpose, the LOIS project is concerned with the construction of a multilingual WordNet for cross-lingual information retrieval in the legal domain. In this article, we set out how a hybrid approach, featuring lexically and legally grounded conceptual representations, can fit the cross-lingual information retrieval needs of both legal professionals and laymen.
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  2. R. S. Peters & David E. Cooper (eds.) (1986). Education, Values, and Mind: Essays for R.S. Peters. Routledge & K. Paul.score: 180.0
    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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  3. Michael A. Peters (2005). James D. Marshall: Philosopher of Education Interview with Michael A. Peters. Educational Philosophy and Theory 37 (3):291–297.score: 180.0
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  4. Michael A. Peters (2012). Professor Richard Stanley Peters. Educational Philosophy and Theory 44 (3):233-233.score: 180.0
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  5. Michael Peters (2012). Educational Philosophy and Politics: The Selected Works of Michael A. Peters. Routlede.score: 180.0
    Introduction: education, philosophy and politics -- Writing the self: Wittgenstein, confession and pedagogy -- Nietzsche, nihilism and the critique of modernity: post-Nietzschean philosophy of education -- Heidegger, education and modernity -- Truth-telling as an educational practice of the self: Foucault and the ethics of subjectivity -- Neoliberal governmentality: Foucault on the birth of biopolitics -- Lyotard, nihilism and education -- Gilles Deleuze's 'societies of control': from disciplinary pedagogy to perpetual training -- Geophilosophy, education and the pedagogy of the concept - (...)
     
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  6. Julie Stone Peters (1997). : Law and Literature: Possibilities and Perspectives . Ian Ward. ; Law and Literature Perspectives . Bruce L. Rockwood. ; Law's Stories: Narrative and Rhetoric in the Law . Peter Brooks, Paul Gewirtz. [REVIEW] Cardozo Studies in Law and Literature 9 (2):259-274.score: 60.0
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  7. M. Peters (1999). Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses (William Pinar, William M. Reynolds, Patrick Slattery and Peter M. Taubman). [REVIEW] Educational Philosophy and Theory 31:254-258.score: 60.0
     
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  8. Peter Ruppert (2004). The Perils and Possibilities of Story, on Alexander Graf The Cinema of Wim Wenders: The Celluloid Highway. Film-Philosophy 8 (1).score: 26.0
    Alexander Graf _The Cinema of Wim Wenders: The Celluloid Highway_ London: Wallflower Press, 2002 ISBN 1-903364-29-9 ix + 179pp.
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  9. Helen E. Lees (2013). 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.score: 24.0
    (2012). 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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  10. Michael S. Katz (2009). R. S. Peters' Normative Conception of Education and Educational Aims. Journal of Philosophy of Education 43 (1):97-108.score: 18.0
    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 (...)' analysis might be used to reinvigorate a conversation on one central educational aim—that of how we might educate citizens for the 21st century. (shrink)
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  11. John White (2009). Why General Education? Peters, Hirst and History. Journal of Philosophy of Education 43 (1):123-141.score: 18.0
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical (...)
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  12. Graham Haydon (2009). Reason and Virtues: The Paradox of R. S. Peters on Moral Education. Journal of Philosophy of Education 43 (1):173-188.score: 18.0
    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 (...)
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  13. Robin Barrow (2009). Was Peters Nearly Right About Education? Journal of Philosophy of Education 43 (1):9-25.score: 18.0
    Richard Peters pioneered a form of philosophical analysis in relation to educational discourse that was criticised by some at the time and is today somewhat out of fashion. This paper argues that much of the objection to Peters' methodology is based on a misunderstanding of what it does and does not involve, that consequently philosophical analysis is often wrongly seen as one of a number of comparable alternative traditions or approaches to philosophy of education between which one needs (...)
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  14. Kelvin Stewart Beckett (2011). R.S. Peters and the Concept of Education. Educational Theory 61 (3):239-255.score: 18.0
    In this essay Kelvin Beckett argues that Richard Peters's major work on education, Ethics and Education, belongs on a short list of important texts we can all share. He argues this not because of the place it has in the history of philosophy of education, as important as that is, but because of the contribution it can still make to the future of the discipline. The limitations of Peters's analysis of the concept of education in his chapter on (...)
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  15. 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.score: 18.0
    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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  16. Andrea English (2009). Transformation and Education: The Voice of the Learner in Peters' Concept of Teaching. Journal of Philosophy of Education 43 (1):75-95.score: 18.0
    On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the (...)
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  17. M. A. B. Degenhardt (2009). Richard Peters and Valuing Authenticity. Journal of Philosophy of Education 43 (1):209-222.score: 18.0
    Richard Peters has been praised for the authenticity of his philosophy, and inquiry into aspects of the development of his philosophy reveals a profound authenticity. Yet authenticity is something he seems not to favour. The apparent paradox is resolved by observing historical changes in the understanding of authenticity as an important value. Possibilities are noted for further explorations as to how to understand and value it as an educational ideal.
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  18. James E. Taylor (2007). Response to Ted Peters' “Models of God”. Philosophia 35 (3-4):289-292.score: 18.0
    In Models of God, Ted Peters discusses a methodology for formulating and evaluating models of God, surveys nine models, and proposes one that he entitles Eschatological Panentheism. This paper provides critical comments on Peters’ methodological claims, taxonomy of models of God, and specific proposal. This paper has been delivered during APA Pacific 2007 Mini-Conference on Models of God.Both Peters’ Models of God and these comments were presented at the Models of God mini-conference at the Pacific Division Meetings of the (...)
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  19. Bryan R. Warnick (2009). Ritual, Imitation and Education in R. S. Peters. Journal of Philosophy of Education 43 (1):57-74.score: 18.0
    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 (...)
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  20. Kevin Williams (2009). Vision and Elusiveness in Philosophy of Education: R. S. Peters on the Legacy of Michael Oakeshott. Journal of Philosophy of Education 43 (1):223-240.score: 18.0
    Despite his elusiveness on important issues, there is much in Michael Oakeshott's educational vision that Richard Peters quite rightly wishes to endorse. The main aim of this essay is, however, to consider Peters' justifiable critique of three features of Oakeshott's work. These are (1) the rigidity of his distinction between vocational and university education, (2) the lack of clarity and accuracy in his philosophy of teaching and learning, especially the under-conceptualisation of the role of example in teaching, (3) (...)
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  21. Stefaan E. Cuypers (2009). Autonomy in R. S. Peters' Educational Theory. Journal of Philosophy of Education 43 (1):189-207.score: 18.0
    Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy.
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  22. Stefaan E. Cuypers (2012). R.S. Peters' 'The Justification of Education' Revisited. Ethics and Education 7 (1):3 - 17.score: 18.0
    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 (...)
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  23. Carmelo Marabello & Martino Doni (2009). On The (Double) Bind of Representation: From Gregory Bateson to Wim Wenders. World Futures 65 (8):596-604.score: 18.0
    What follows is the elaboration of a series of discussions held by the two authors at a seminar during which we tried to “read” Wim Wenders's Lisbon Story starting from Gregory Bateson's double bind theory. These discussions then developed into writings that were intertwined, hybridized, corrected, extended, and cut. We experimented directly with the game of relationships, the “mess that works” of the difficult distinction between map and territory, between epistemology and cinematography. Emerging from general considerations on cinema is the (...)
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  24. R. J. Royce (1983). R.S. Peters and Moral Education, 1: The Justification of Procedural Principles. Journal of Moral Education 12 (3):174-181.score: 18.0
    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 (...)
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  25. Yusef Waghid (2003). Peters' Non-Instrumental Justification of Education View Revisited: Contesting the Philosophy of Outcomes-Based Education in South Africa. Studies in Philosophy and Education 22 (3/4):245-265.score: 18.0
    In this article I argue that Outcomes-basedEducation is conceptually trapped in aninstrumentally justifiable view of education. Icontend that the notion of Outcomes-basedEducation is incommensurable with anon-instrumental justification of educationview as explained by RS Peters (1998). Theprocess of specifying outcomes in educationaldiscourse lends itself to manipulation andcontrol and thereby makes the idea ofOutcomes-based Education educationallyimpoverished. In this article an argument ismade for education through rational reflectionand imagination which can complement anOutcomes-based Education system for the reasonthat it finds expression in a (...)
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  26. Jacob Jones (2012). Jason Peters (Ed.): Wendell Berry: Life and Work. [REVIEW] Journal of Agricultural and Environmental Ethics 25 (2):239-241.score: 18.0
    Jason Peters (ed.): Wendell Berry: Life and Work Content Type Journal Article DOI 10.1007/s10806-010-9291-1 Authors Jacob Jones, Department of Religion, University of Florida, 107 Anderson Hall, P.O. Box 117410, Gainesville, FL 32611-7410, USA Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863.
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  27. Edward L. Keenan & Denis Paperno (2011). Erratum To: Stanley Peters and Dag Westerståhl: Quantifiers in Language and Logic. [REVIEW] Linguistics and Philosophy 34 (1):91-91.score: 18.0
    Erratum to: Stanley Peters and Dag Westerståhl: Quantifiers in language and logic Content Type Journal Article Category Erratum Pages 1-1 DOI 10.1007/s10988-011-9094-5 Authors Edward L. Keenan, Department of Linguistics, University of California at Los Angeles, 3125 Campbell Hall, Los Angeles, CA 90095-1543, USA Denis Paperno, Department of Linguistics, University of California at Los Angeles, 3125 Campbell Hall, Los Angeles, CA 90095-1543, USA Journal Linguistics and Philosophy Online ISSN 1573-0549 Print ISSN 0165-0157.
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  28. R. J. Royce (1984). R. S. Peters and Moral Education, 2: Moral Education in Practice. Journal of Moral Education 13 (1):9-16.score: 18.0
    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 (...)
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  29. Bruce Haynes (2013). R. S. Peters and the Periphery. Educational Philosophy and Theory 45 (2):123-127.score: 18.0
    Paul Hirst claimed that Richard Peters ?revolutionised philosophy of education?. This does not accord with my experience in the Antipodean periphery. My experience of the work of Wittgenstein, Austin and Kovesi before reading Peters and Dewey, Kuhn and Toulmin subsequently meant that Peters was a major but not revolutionary figure in my understanding of philosophy of education.
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  30. Pauline Jacobson (2000). Paycheck Pronouns, Bach-Peters Sentences, and Variable-Free Semantics. Natural Language Semantics 8 (2):77-155.score: 18.0
    This paper argues for the hypothesis of direct compositionality (as in, e.g., Montague 1974), according to which the combinatory syntactic rules specify a set of well-formed expressions while the semantic combinatory rules work in tandem to directly supply a model-theoretic interpretation to each expression as it is "built" in the syntax. (This thus obviates the need for any level like LF and, concomitantly, for any rules mapping surface structures to such a level.) I focus here on one related group of (...)
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  31. Jānis Ozoliņš (2013). R. S. Peters and J. H. Newman on the Aims of Education. Educational Philosophy and Theory 45 (2):153-170.score: 18.0
    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 (...)
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  32. Richard Cotter (2013). Peters' Concept of 'Education as Initiation': Communitarian or Individualist? Educational Philosophy and Theory 45 (2):171-181.score: 18.0
    A central element of Richard Peters? philosophy of education has been his analysis of ?education as initiation?. Understanding initiation is internally related to concepts of community and what it may mean to be a member. The concept of initiation assumes a mutually interdependent, dynamic relationship between the individual and community that claims to be justified on cognitive, moral and practical grounds. Although Peters? analysis is embedded in a different discourse, his insights are relevant to current discourse on the (...)
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  33. D. N. Aspin (2013). Reflections on Peters' View of the Nature and Purpose of Work in Philosophy of Education. Educational Philosophy and Theory 45 (2):219-235.score: 18.0
    In this article I describe the analytic approach adopted by Peters, his colleagues and followers of the ?London line? in the 1960s and 1970s and argue that, even in those times, other approaches to philosophy of education were being valued and practised. I show that Peters and his colleagues later became aware of the need for philosophy of education to become aware of and take in hand a new set of agendas and address the list of substantive issues (...)
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  34. Ivan Snook (2013). Respectability and Relevance: Reflections on Richard Peters and Analytic Philosophy of Education. Educational Philosophy and Theory 45 (2):191-201.score: 18.0
    I argue that, after Dewey, Peters was the first modern philosopher of education to write material (in English) that was both philosophically respectable and relevant to the day-to-day concerns of teachers. Since then, some philosophers of education have remained (more or less) relevant but not really respectable while others have ?taken off into the skies? learning acclaim from the philosophical community but ceasing to produce anything which would be of any relevance to teachers in their work. I suggest that (...)
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  35. Torill Strand (2014). 'Experience is Our Great and Only Teacher': A Peircean Reading of Wim Wenders' Wings of Desire. Journal of Philosophy of Education 48 (3):433-445.score: 18.0
    Wim Wenders' film Wings of Desire tells the story of an angel who wishes to become mortal in order to know the simple joy of human life. Told from the angel's point of view, the film is shot in black and white. But at the very instant the angel perceives the realities of human experience, the film blossoms into colour. In this article, I use this film to illustrate and explore Peirce's notion of experience and his claim that ‘experience is (...)
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  36. John A. Clark (2013). The Place of Philosophy in the Training of Teachers: Peters Revisited. Educational Philosophy and Theory 45 (2):128-141.score: 18.0
    In 1964, Richard Peters examined the place of philosophy in the training of teachers. He considered three things: Why should philosophy of education be included in the training of teachers; What portion of philosophy of education should be included; How should philosophy be taught to those training to be teachers. This article explores the context of the time when Peters set out his views, describes philosophy of education at the London Institute of Education at one period in (...)? time there, and then discusses the current state of philosophy of education, using New Zealand as an example of opportunities and challenges. Finally, asking whether Peters was nearly right about the place of philosophy in the training of teachers, it is concluded that he was right about its importance but got it wrong about his conception of philosophy. (shrink)
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  37. Stefaan E. Cuypers & Christopher Martin (eds.) (2011). Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education. Wiley-Blackwell.score: 18.0
    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 (...)
     
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  38. Felicity Haynes (2013). R. S. Peters: The Reasonableness of Ethics. Educational Philosophy and Theory 45 (2):142-152.score: 18.0
    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 (...)
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  39. James MacAllister (2013). The 'Physically Educated' Person: Physical Education in the Philosophy of Reid, Peters and Aristotle. Educational Philosophy and Theory 45 (9):908-920.score: 18.0
    This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid?s interpretation of Peters? views about the educational significance of practical knowledge (and physical education) will be considered. While it will be acknowledged that Peters was rather disparaging about the educational merit of some practical activities in Ethics and Education, it will be argued that he elsewhere suggests that such practical (...)
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  40. Péter Komjáth (1997). Bartoszyński Tomek and Judah Haim. Set Theory. On the Structure of the Real Line. AK Peters, Wellesley, Mass., 1995, Xi+ 546 Pp. [REVIEW] Journal of Symbolic Logic 62 (1):321-323.score: 16.0
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  41. Peter Simonson (2001). Varieties of Pragmatism and Communication: Visions and Revisions From Peirce to Peters. In David K. Perry (ed.), American Pragmatism and Communication Research. L. Erlbaum. 1--26.score: 16.0
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  42. James F. Moore (2010). Spiritual Transformations: Science, Religion, and Human Becoming. By Karl Peters. Zygon 45 (1):283-284.score: 15.0
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  43. Gila Sher (2010). Review of Stanley Peters and Dag Westerståhl: Quantifiers in Language and Logic. [REVIEW] Journal of Philosophy 107 (2).score: 15.0
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  44. Dennis Cato (1987). Getting Clearer About 'Getting Clearer': R. S. Peters and Second-Order Conceptual Analysis. Journal of Philosophy of Education 21 (1):25–36.score: 15.0
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  45. Andrew Light (1997). Wim Wenders and the Everyday Aesthetics of Technology and Space. Journal of Aesthetics and Art Criticism 55 (2):215-229.score: 15.0
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  46. John Earwaker (1973). R. S. Peters and the Concept of Education. Journal of Philosophy of Education 7 (2):239–259.score: 15.0
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  47. Penny Enslin (1985). Are Hirst and Peters Liberal Philosophers of Education? Journal of Philosophy of Education 19 (2):211–222.score: 15.0
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  48. Gillian R. Hart (1983). Martin Peters: Untersuchungen zur Vertretung der indogermanischen Laryngale im Griechischen. (Österreichische Akademie der Wissenschaften: Philosophisch-Historische Klasse, Sitzungsberichte, 377 Band. Veröffentlichungen der Kommission für Linguistik und Kommunikationsforschung. Heft 8.) Pp. x + 364. Vienna: Verlag der Österreichischen Akademie der Wissenschaften, 1980. Paper, DM. 80. [REVIEW] The Classical Review 33 (02):342-343.score: 15.0
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  49. Kurt Baier (1961). Book Review:Social Principles and the Democratic State. S. I. Benn, R. S. Peters. [REVIEW] Ethics 71 (3):218-.score: 15.0
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