Search results for 'theory theory' (try it on Scholar)

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  1. Alison Gopnik (2003). The Theory Theory as an Alternative to the Innateness Hypothesis. In Louise M. Antony (ed.), Chomsky and His Critics. Blackwell. 238--254.score: 51.0
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  2. Angela Arkway (2000). The Simulation Theory, the Theory Theory and Folk Psychological Explanation. Philosophical Studies 98 (2):115-137.score: 51.0
  3. Derek W. Strijbos & Leon C. de Bruin (2012). Universal Belief-Desire Psychology? A Dilemma for Theory Theory and Simulation Theory. Philosophical Psychology 26 (5):744-764.score: 39.0
    In this article we take issue with theory theory and simulation theory accounts of folk psychology committed to (i) the belief-desire (BD) model and (ii) the assumption of universality (AU). Recent studies cast doubt on the compatibility of these commitments because they reveal considerable cross-cultural differences in folk psychologies. We present both theory theory and simulation theory with the following dilemma: either (i) keep the BD-model as an account of the surface properties of specific (...)
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  4. Michael A. Bishop (2002). The Theory Theory Thrice Over: The Child as Scientist, Superscientist, or Social Institution? Studies in History and Philosophy of Science 33 (1):121-36.score: 36.0
    Alison Gopnik and Andrew Meltzoff have argued for a view they call the ‘theory theory’: theory change in science and children are similar. While their version of the theory theory has been criticized for depending on a number of disputed claims, we argue that there is a fundamental problem which is much more basic: the theory theory is multiply ambiguous. We show that it might be claiming that a similarity holds between theory (...)
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  5. James R. O'Shea (2012). The 'Theory Theory' of Mind and the Aims of Sellars' Original Myth of Jones. Phenomenology and the Cognitive Sciences 11 (2):175-204.score: 36.0
    Recent proponents of the ‘theory theory’ of mind often trace its roots back to Wilfrid Sellars’ famous ‘myth of Jones’ in his 1956 article, ‘Empiricism and the Philosophy of Mind’. Sellars developed an account of the intersubjective basis of our knowledge of the inner mental states of both self and others, an account which included the claim that such knowledge is in some sense theoretical knowledge. This paper examines the nature of this claim in Sellars’ original account and (...)
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  6. James R. O'Shea (2012). 'The 'Theory Theory' of Mind and the Aims of Sellars' Original Myth of Jones'. Phenomenology and the Cognitive Sciences 11 (2):175-204.score: 36.0
    Recent proponents of the ‘theory theory’ of mind often trace its roots back to Wilfrid Sellars’ famous ‘myth of Jones’ in his 1956 article, ‘Empiricism and the Philosophy of Mind’. Sellars developed an account of the intersubjective basis of our knowledge of the inner mental states of both self and others, an account which included the claim that such knowledge is in some sense theoretical knowledge. This paper examines the nature of this claim in Sellars’ original account and (...)
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  7. Peter Gärdenfors & Frank Zenker (2013). Theory Change as Dimensional Change: Conceptual Spaces Applied to the Dynamics of Empirical Theories. Synthese 190 (6):1039-1058.score: 33.0
    This paper offers a novel way of reconstructing conceptual change in empirical theories. Changes occur in terms of the structure of the dimensions—that is to say, the conceptual spaces—underlying the conceptual framework within which a given theory is formulated. Five types of changes are identified: (1) addition or deletion of special laws, (2) change in scale or metric, (3) change in the importance of dimensions, (4) change in the separability of dimensions, and (5) addition or deletion of dimensions. Given (...)
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  8. Stephen P. Stich & Shaun Nichols (1998). Theory Theory to the Max. Mind and Language 13 (3):421-449.score: 33.0
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  9. Frank Jackson (1999). All That Can Be at Issue in the Theory-Theory/Simulation Debate. Philosophical Papers 28 (2):77-96.score: 33.0
  10. Meredith R. Wilkinson & Linden J. Ball (2012). Why Studies of Autism Spectrum Disorders Have Failed to Resolve the Theory Theory Versus Simulation Theory Debate. Review of Philosophy and Psychology 3 (2):263-291.score: 33.0
    The Theory Theory (TT) versus Simulation Theory (ST) debate is primarily concerned with how we understand others’ mental states. Theory theorists claim we do this using rules that are akin to theoretical laws, whereas simulation theorists claim we use our own minds to imagine ourselves in another’s position. Theorists from both camps suggest a consideration of individuals with autism spectrum disorders (ASD) can help resolve the TT/ST debate (e.g., Baron-Cohen 1995; Carruthers 1996a; Goldman 2006). We present (...)
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  11. Gregory Currie (1996). Simulation-Theory, Theory-Theory, and the Evidence From Autism. In Peter Carruthers & Peter K. Smith (eds.), Theories of Theories of Mind. Cambridge University Press. 242.score: 31.0
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  12. Kristin Andrews (2008). It's in Your Nature: A Pluralistic Folk Psychology. Synthese 165 (1):13 - 29.score: 30.0
    I suggest a pluralistic account of folk psychology according to which not all predictions or explanations rely on the attribution of mental states, and not all intentional actions are explained by mental states. This view of folk psychology is supported by research in developmental and social psychology. It is well known that people use personality traits to predict behavior. I argue that trait attribution is not shorthand for mental state attributions, since traits are not identical to beliefs or desires, and (...)
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  13. Ingo Brigandt (2004). Conceptual Role Semantics, the Theory Theory, and Conceptual Change. In Proceedings First Joint Conference of the Society for Philosophy and Psychology and the European Society for Philosophy and Psychology, Barcelona, Spain.score: 30.0
    The purpose of the paper is twofold. I first outline a philosophical theory of concepts based on conceptual role semantics. This approach is explicitly intended as a framework for the study and explanation of conceptual change in science. Then I point to the close similarities between this philosophical framework and the theory theory of concepts, suggesting that a convergence between psychological and philosophical approaches to concepts is possible. An underlying theme is to stress that using a non-atomist (...)
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  14. 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.score: 30.0
    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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  15. Jane Suilin Lavelle (2012). Theory-Theory and the Direct Perception of Mental States. Review of Philosophy and Psychology 3 (2):213-230.score: 30.0
    Philosophers and psychologists have often maintained that in order to attribute mental states to other people one must have a ‘theory of mind’. This theory facilitates our grasp of other people’s mental states. Debate has then focussed on the form this theory should take. Recently a new approach has been suggested, which I call the ‘Direct Perception approach to social cognition’. This approach maintains that we can directly perceive other people’s mental states. It opposes traditional views on (...)
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  16. Maria van der Schaar (2011). The Cognitive Act and the First-Person Perspective: An Epistemology for Constructive Type Theory. [REVIEW] Synthese 180 (3):391-417.score: 30.0
    The notion of cognitive act is of importance for an epistemology that is apt for constructive type theory, and for epistemology in general. Instead of taking knowledge attributions as the primary use of the verb ‘to know’ that needs to be given an account of, and understanding a first-person knowledge claim as a special case of knowledge attribution, the account of knowledge that is given here understands first-person knowledge claims as the primary use of the verb ‘to know’. This (...)
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  17. Ion C. Baianu (2007). Categorical Ontology of Levels and Emergent Complexity: An Introduction. [REVIEW] Axiomathes 17 (3-4):209-222.score: 30.0
    An overview of the following three related papers in this issue presents the Emergence of Highly Complex Systems such as living organisms, man, society and the human mind from the viewpoint of the current Ontological Theory of Levels. The ontology of spacetime structures in the Universe is discussed beginning with the quantum level; then, the striking emergence of the higher levels of reality is examined from a categorical—relational and logical viewpoint. The ontological problems and methodology aspects discussed in the (...)
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  18. Mahin Chenari (2009). Hermeneutics and Theory of Mind. Phenomenology and the Cognitive Sciences 8 (1):17-31.score: 30.0
    In contemporary philosophy and psychology there is an ongoing debate around the concept of theory of mind. Theory of mind concerns our ability to understand another person. The two approaches that dominate the debate are “Theory Theory” (TT) and “Simulation Theory” (ST). This paper explores the connection between theory of mind and hermeneutics. Although both speak of the nature of understanding, and the way we gain and organize our knowledge of others, certain aspects of (...)
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  19. Theodore Bach (2011). Structure-Mapping: Directions From Simulation to Theory. Philosophical Psychology 24 (1):23-51.score: 30.0
    The theory of mind debate has reached a “hybrid consensus” concerning the status of theory-theory and simulation-theory. Extant hybrid models either specify co-dependency and implementation relations, or distribute mentalizing tasks according to folk-psychological categories. By relying on a non-developmental framework these models fail to capture the central connection between simulation and theory. I propose a “dynamic” hybrid that is informed by recent work on the nature of similarity cognition. I claim that Gentner’s model of structure-mapping (...)
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  20. Annika Wallin (2011). Is Egocentric Bias Evidence for Simulation Theory? Synthese 178 (3):503 - 514.score: 30.0
    Revised simulation theory (Goldman 2006) allows mental state attributions containing some or all of the attributor's genuine, non-simulated mental states. It is thought that this gives the revised theory an empirical advantage, because unlike theory theory and rationality theory, it can explain egocentric bias (the tendency to over attribute ones' own mental states to others). I challenge this view, arguing that theory theory and rationality theory can explain egocentricity by appealing to heuristic (...)
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  21. Josef Perner & Anton Kühberger (2002). Framing and the Theory-Simulation Controversy. Predicting People's Decisions. Mind and Society 3 (2):65-80.score: 30.0
    We introduce a particular way of drawing the distinction between the use of theory and simulation in the prediction of people's decisions and describe an empirical method to test whether theory or simulation is used in a particular case. We demonstrate this method with two effects of decision making involving the choice between a safe option (take amount X) and a risky option (take double the amount X with probability 1/2). People's predictions of choice frequencies for trivial (€ (...)
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  22. Cristina Meini & Alberto Voltolini (2010). How Pretence Can Really Be Metarepresentational. Mind and Society 9 (1):31-58.score: 30.0
    Our lives are commonly involved with fictionality, an activity that adults share with children. After providing a brief reconstruction of the most important cognitive theories on pretence, we will argue that pretence has to do with metarepresentations, albeit in a rather weakened sense. In our view, pretending entails being aware that a certain representation does not fit in the very same representational model as another representation. This is a minimal metarepresentationalism, for normally metarepresentationalism on pretense claims that pretending is or (...)
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  23. W. S. Cooper (1989). How Evolutionary Biology Challenges the Classical Theory of Rational Choice. Biology and Philosophy 4 (4):457-481.score: 30.0
    A fundamental philosophical question that arises in connection with evolutionary theory is whether the fittest patterns of behavior are always the most rational. Are fitness and rationality fully compatible? When behavioral rationality is characterized formally as in classical decision theory, the question becomes mathematically meaningful and can be explored systematically by investigating whether the optimally fit behavior predicted by evolutionary process models is decision-theoretically coherent. Upon investigation, it appears that in nontrivial evolutionary models the expected behavior is not (...)
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  24. John Michael, Simulation as an Epistemic Tool Between Theory and Practice: A Comparison of the Relationship Between Theory and Simulation in Science and Folk Psychology. EPSA07.score: 30.0
    Simulation as an epistemic tool between theory and practice: A Comparison of the Relationship between Theory and Simulation in Science and in Folk Psychology In this paper I explore the concept of simulation that is employed by proponents of the so-called simulation theory within the debate about the nature and scientific status of folk psychology. According to simulation theory, folk psychology is not a sort of theory that postulates theoretical entities (mental states and processes) and (...)
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  25. A. M. & M. S. (2002). The Theory Theory Thrice Over: The Child as Scientist, Superscientist or Social Institution? Studies in History and Philosophy of Science Part A 33 (1):117-132.score: 30.0
    Alison Gopnik and Andrew Meltzoff have argued for a view they call the 'theory theory': theory change in science and children are similar. While their version of the theory theory has been criticized for depending on a number of disputed claims, we argue that there is a fundamental problem which is much more basic: the theory theory is multiply ambiguous. We show that it might be claiming that a similarity holds between theory (...)
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  26. Gesa Lindemann (2011). On Latour's Social Theory and Theory of Society, and His Contribution to Saving the World. Human Studies 34 (1):93-110.score: 30.0
    Latour is widely considered a critic and renewer of research in the social sciences. The ecologically minded Left has also acclaimed him as a theorist interested in bringing nature back both into sociological theory and into society and politics. To enable a more detailed discussion of Latour’s claims, I will here outline his theory and the ways in which it is related to classical theory, such as Durkheim, and the methodology of the interpretive paradigm, such as Schütz. (...)
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  27. Marc Slors (2012). The Model-Model of the Theory-Theory. Inquiry 55 (5):521-542.score: 30.0
    Abstract ?Theory of Mind? (ToM) is widely held to be ubiquitous in our navigation of the social world. Recently this standard view has been contested by phenomenologists and enactivists. Proponents of the ubiquity of ToM, however, accept and effectively neutralize the intuitions behind their arguments by arguing that ToM is mostly sub-personal. This paper proposes a similar move on behalf of the phenomenologists and enactivists: it offers a novel explanation of the intuition that ToM is ubiquitous that is compatible (...)
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  28. Karen Bartsch & David Estes (2004). Articulating the Role of Experience in Mental State Understanding: A Challenge for Theory-Theory and Other Theories. Behavioral and Brain Sciences 27 (1):99-100.score: 30.0
    Carpendale & Lewis's (C&L's) proposal of a social interaction account makes clear the need for researchers of all theoretical orientations to get specific about how social experience influences children's developing understanding of mind, but it is premature to reject other theories, such as theory-theory, which also attribute a major role to experience.
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  29. M. J. Cain (2007). Language Acquisition and the Theory Theory. Croatian Journal of Philosophy 7 (3):447-474.score: 30.0
    In this paper my concern is to evaluate a particular answer to the question of how we acquire mastery of the syntax of our first language. According to this answer children learn syntax by means of scientific investigation. Alison Gopnik has recently championed this idea as an extension of what she calls the ‘theory theory’, a well established approach to cognitive development in developntental psychology. I will argue against this extension of the theory theory. The general (...)
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  30. Yury P. Shimansky (2004). The Concept of a Universal Learning System as a Basis for Creating a General Mathematical Theory of Learning. Minds and Machines 14 (4):453-484.score: 30.0
    The number of studies related to natural and artificial mechanisms of learning rapidly increases. However, there is no general theory of learning that could provide a unifying basis for exploring different directions in this growing field. For a long time the development of such a theory has been hindered by nativists' belief that the development of a biological organism during ontogeny should be viewed as parameterization of an innate, encoded in the genome structure by an innate algorithm, and (...)
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  31. Derek E. Montgomery (2004). Challenging Theory-Theory Accounts of Social Understanding: Where is the Social Constructivist Advantage? Behavioral and Brain Sciences 27 (1):118-119.score: 30.0
    Carpendale & Lewis (C&L) contend that correlations between sociolinguistic factors and theory-of-mind performance indicate that social knowledge develops from social interactive processes. However, theory-theory proponents also regard these correlations as compatible with their view of how mental concepts develop. A more fruitful distinction lies in the differences of both accounts in explaining how mental concepts acquire meaning.
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  32. Karen Bartsch & Tess Young (2010). Reasoning Asymmetries Do Not Invalidate Theory-Theory. Behavioral and Brain Sciences 33 (4):331-332.score: 30.0
    In this commentary we suggest that asymmetries in reasoning associated with moral judgment do not necessarily invalidate a theory-theory account of naïve psychological reasoning. The asymmetries may reflect a core knowledge assumption that human nature is prosocial, an assumption that heightens vigilance for antisocial dispositions, which in turn leads to differing assumptions about what is the presumed topic of conversation.
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  33. Giuseppina D'Oro (2009). Reclaiming the Ancestors of Simulation Theory. History and Theory 48 (1):129-139.score: 30.0
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  34. Thomas Blanchard (2010). Default Knowledge, Time Pressure, and the Theory-Theory of Concepts. Behavioral and Brain Sciences 33 (2-3):206-207.score: 30.0
    I raise two issues for Machery's discussion and interpretation of the theory-theory. First, I raise an objection against Machery's claim that theory-theorists take theories to be default bodies of knowledge. Second, I argue that theory-theorists' experimental results do not support Machery's contention that default bodies of knowledge include theories used in their own proprietary kind of categorization process.
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  35. Pi-Yueh Cheng & Mei-Chin Chu (2013). Behavioral Factors Affecting Students' Intentions to Enroll in Business Ethics Courses: A Comparison of the Theory of Planned Behavior and Social Cognitive Theory Using Self-Identity as a Moderator. Journal of Business Ethics:1-12.score: 30.0
    The current study used both Ajzen’s theory of planned behavior (TPB) and Bandura’s social cognitive theory (SCT) to examine the intentions of business undergraduate students toward taking elective ethics courses and investigated the role of self-identity in this process. The study was prospective in design; data on predictors and intentions were obtained during the first collection of data, whereas the actual behavior was assessed 10 days later. Our results indicated that the TPB was a better predictor of behavioral (...)
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  36. Matt Lee (2005). 'No Theory' Theory, Anti-Theory, and the Arts, on Wittgenstein, Theory and the Arts , Edited by Richard Allen and Malcolm Turvey. Film-Philosophy 9 (1).score: 30.0
    _Wittgenstein, Theory and the Arts_ Edited Richard Allen and Malcolm Turvey London: Routledge, 2001 ISBN 0415228751 302 pp.
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  37. Michael O'Rourke (2011). The Afterlives of Queer Theory. Continent 1 (2):102-116.score: 30.0
    continent. 1.2 (2011): 102-116. All experience open to the future is prepared or prepares itself to welcome the monstrous arrivant, to welcome it, that is, to accord hospitality to that which is absolutely foreign or strange [….] All of history has shown that each time an event has been produced, for example in philosophy or in poetry, it took the form of the unacceptable, or even of the intolerable, or the incomprehensible, that is, of a certain monstrosity. Jacques Derrida “Passages—from (...)
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  38. Steven E. Wallis (forthcoming). Structures of Logic in Policy and Theory: Identifying Sub-Systemic Bricks for Investigating, Building, and Understanding Conceptual Systems. Foundations of Science:1-19.score: 30.0
    A rapidly growing body of scholarship shows that we can gain new insights into theories and policies by understanding and increasing their systemic structure. This paper will present an overview of this expanding field and discuss how concepts of structure are being applied in a variety of contexts to support collaboration, decision making, learning, prediction, and results. Next, it will delve into the underlying structures of logic that may be found within those theories and policies. Here, we will go beyond (...)
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  39. Peter Carruthers (1996). Simulation and Self-Knowledge: A Defence of the Theory-Theory. In Peter Carruthers & Peter K. Smith (eds.), Theories of Theories of Mind. Cambridge University Press. 22--38.score: 28.0
    In this chapter I attempt to curb the pretensions of simulationism. I argue that it is, at best, an epistemological doctrine of limited scope. It may explain how we go about attributing beliefs and desires to others, and perhaps to ourselves, in some cases. But simulation cannot provide the fundamental basis of our conception of, or knowledge of, minded agency.
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  40. Ellery Eells (1983). Objective Probability Theory Theory. Synthese 57 (3):387 - 442.score: 28.0
    I argue that to the extent to which philosophical theories of objective probability have offered theoretically adequateconceptions of objective probability (in connection with such desiderata as causal and explanatory significance, applicability to single cases, etc.), they have failed to satisfy amethodological standard — roughly, a requirement to the effect that the conception offered be specified with the precision appropriate for a physical interpretation of an abstract formal calculus and be fully explicated in terms of concepts, objects or phenomena understood independently (...)
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  41. Deborah Kelemen & Susan Carey (2007). 1. The Theory-Theory of Concepts. In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representation. Oxford University Press. 212.score: 28.0
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  42. Victor Manoel Andrade (2003). Affect, Thought, and Consciousness: The Freudian Theory of Psychic Structuring From an Evolutionary Perspective. Neuro-Psychoanalysis 5 (1):71-80.score: 27.0
  43. Dan Zahavi (2004). The Embodied Self-Awareness of the Infant: A Challenge to the Theory-Theory of Mind. In Dan Zahavi, T. Grunbaum & Josef Parnas (eds.), The Structure and Development of Self-Consciousness. John Benjamins.score: 27.0
    This was originally written and presented at the National Endowment for the Humanities Summer Seminar for College Teachers on Folk Psychology vs. Mental Simulation: How Minds Understand Minds, run by Robert Gordon at the University of Missouri - St. Louis, June-July 1999. It has been only lightly revised since, and should be considered a rough draft. Needless to say, the ideas herein owe a lot to what I learned at the seminar from Robert Gordon and the other participants, particularly Jim (...)
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  44. Ruth G. Millikan (2005). Some Reflections on the Theory Theory - Simulation Theory Discussion. In Susan Hurley & Nick Chater (eds.), Perspectives on Imitation: From Mirror Neurons to Memes, Vol II. MIT Press.score: 27.0
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  45. Hans-Christoph Schmidt am Busch (2008). Personal Respect, Private Property, and Market Economy: What Critical Theory Can Learn From Hegel. [REVIEW] Ethical Theory and Moral Practice 11 (5):573 - 586.score: 27.0
    The aim of the present paper is to show that Hegel’s concept of personal respect is of great interest to contemporary Critical Theory. The author first analyzes this notion as it appears in the Philosophy of Right and then offers a new interpretation of the conceptual relation between personal respect and the institutions of (private) property and (capitalist) markets. In doing so, he shows why Hegel’s concept of personal respect allows us to understand markets as possible institutionalizations of this (...)
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  46. Graham Parsons (2012). The Incoherence of Walzer's Just War Theory. Social Theory and Practice 38 (4):663-88.score: 27.0
    In his Just and Unjust Wars, Michael Walzer claims that his theory of just war is based on the rights of individuals to life and liberty. This is not the case. Walzer in fact bases his theory of jus ad bellum on the supreme rights of supra-individual political communities. According to his theory of jus ad bellum, the rights of political communities are of utmost importance, and individuals can be sacrificed for the sake of these communal rights. (...)
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  47. John D. Greenwood (1999). Simulation, Theory-Theory and Cognitive Penetration: No 'Instance of the Fingerpost'. Mind and Language 14 (1):32-56.score: 27.0
  48. David K. Henderson (1996). Simulation Theory Versus Theory Theory: A Difference Without a Difference in Explanations. Southern Journal of Philosophy 34 (S1):65-93.score: 27.0
  49. Theo J. Kalikow (1975). History of Konrad Lorenz's Ethological Theory, 1927–1939 The Role of Meta-Theory, Theory, Anomaly and New Discoveries in a Scientific 'Evolution'. [REVIEW] Studies in History and Philosophy of Science Part A 6 (4):331-341.score: 27.0
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