Results for 'Hugh Mercer Curtler'

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  1.  22
    What Kant might say to Hare.Hugh Mercer Curtler - 1971 - Mind 80 (318):295-297.
  2.  13
    Experience as Art: Aesthetics in Everyday Life.Hugh Mercer Curtler - 1984 - Journal of Aesthetics and Art Criticism 42 (3):351-353.
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  3.  14
    Does Philosophy Need Literature?Hugh Mercer Curtler - 1978 - Philosophy and Literature 2 (1):110-116.
    In lieu of an abstract, here is a brief excerpt of the content:Response and Rejoinder DOES PHILOSOPHY NEED LITERATURE? a critical response by Hugh Mercer Curtler In the second issue of this journal,1 Jesse Kalin argues most provocatively that "philosophy needs literature" because the latter is capable of "rehearsing and exhibiting," as philosophy is not, "the moral construction of one's own life, namely that part of it in which concern and value" are involved (p. 182). Two of (...)
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  4.  50
    Ethical argument: critical thinking in ethics.Hugh Mercer Curtler - 1993 - New York: Oxford University Press.
    Designed to immediately engage students and other readers in philosophical reflection, the new edition of Ethical Argument: Critical Thinking in Ethics bridges the gap between ethical theory and practice. This brief introduction combines a discussion of ethical theory with fundamental elements of critical thinking--including informal fallacies and the basics of logic--and uses case studies and practical applications to illustrate concepts. Author Hugh Mercer Curtler presents a carefully formulated critique of ethical relativism, encouraging students to reason along with (...)
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  5.  32
    The artistic failure of.Hugh Mercer Curtler - 2004 - Journal of Aesthetic Education 38 (1):1-11.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 1-11 [Access article in PDF] The Artistic Failure of Crime and Punishment Crime and Punishment Hugh Mercer Curtler This essay begins by noting some fundamental differences between poets, in the broad sense of that term, and philosophers, or those who reflect discursively. It then moves to an examination of the epilogue to Crime and Punishment where Dostoevsky abandons poetry (...)
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  6.  17
    The artistic failure of crime and punishment.Hugh Mercer Curtler - 2004 - Journal of Aesthetic Education 38 (1):1-11.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 1-11 [Access article in PDF] The Artistic Failure of Crime and Punishment Crime and Punishment Hugh Mercer Curtler This essay begins by noting some fundamental differences between poets, in the broad sense of that term, and philosophers, or those who reflect discursively. It then moves to an examination of the epilogue to Crime and Punishment where Dostoevsky abandons poetry (...)
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  7.  10
    The Artistic Failure of Crime and Punishment.Hugh Mercer Curtler - 2004 - Journal of Aesthetic Education 38 (1):1.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 1-11 [Access article in PDF] The Artistic Failure of Crime and Punishment Crime and Punishment Hugh Mercer Curtler This essay begins by noting some fundamental differences between poets, in the broad sense of that term, and philosophers, or those who reflect discursively. It then moves to an examination of the epilogue to Crime and Punishment where Dostoevsky abandons poetry (...)
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  8.  9
    In Defense of Values in the Fine Arts.Hugh Mercer Curtler - 2000 - The Journal of Aesthetic Education 34 (1):7.
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  9.  20
    Other aspects of Kant's philosophy of law.Hugh Mercer Curtler - 1973 - Philosophical Forum 4 (3):355.
    THE ESSAY IS A REPLY TO NORMAN BOWIE'S EARLIER ARTICLE "ASPECTS OF KANT'S PHILOSOPHY OF LAW" IN THE "FORUM" (VOL. II, 4). CONTRARY TO BOWIE, I CONTEND THAT THE NATURAL LAW ELEMENTS PREDOMINATE IN KANT'S PHILOSOPHY OF LAW. THE CITIZEN CONFRONTED BY A CIVIL LAW THAT RUNS COUNTER TO THE MORAL LAW HAS ALTERNATIVES OTHER THAN REBELLION. HE CAN (1) SEEK REFORM OF THE LAW, (2) OFFER 'NEGATIVE RESISTANCE' TO THE LAW, OR (3) 'AVOID SOCIETY ALTOGETHER'-BREAK THE SOCIAL CONTRACT.
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  10.  1
    Provoking thought.Hugh Mercer Curtler - 2009 - Gainesville, FL: FAP Books/Florida Academic Press.
    Reading good books -- After virtue, what? -- All's fair in war and politics -- Captain relative, be gone! -- Dumbing down the kids -- What became of God? -- The philosopher meets John Madden -- What's on TV tonight? -- Flotsam and Jetsam.
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  11.  7
    The Art of Dostoevsky: Deliriums and Nostrums (review).Hugh Mercer Curtler - 1983 - Philosophy and Literature 7 (1):138-139.
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  12.  6
    Rediscovering Values: Coming to Terms with Postmodernism.Hugh Mercer Curtler - 1998 - Journal of Aesthetics and Art Criticism 56 (4):407-408.
  13. Subjectivism, Objectivism and Certain Tendencies in Current British and American Ethical Theory.Hugh Mercer Curtler - 1964 - Dissertation, Northwestern University
     
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  14.  6
    The Fate of Aesthetic ValueAesthetic Value.Hugh Mercer Curtler & Alan H. Goldman - 1998 - Journal of Aesthetic Education 32 (3):99.
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  15.  6
    Vivas as Critic: Essays in Poetics and Criticism.Hugh Mercer Curtler - 1983 - Journal of Aesthetics and Art Criticism 42 (2):237-239.
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  16.  9
    A Philosophy of Mass Art. [REVIEW]Hugh Mercer Curtler - 1999 - Journal of Aesthetic Education 33 (3):122.
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  17.  8
    Hugh Mercer Curtler, Rediscovering Values: Coming To Terms With Postmodernism.Morris Grossman - 1998 - Journal of Aesthetics and Art Criticism 56 (4):407-407.
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  18.  38
    Hugh Mercer Curtler: Rediscovering values: Coming to terms with postmodernism. [REVIEW]Judith Squires - 2000 - Journal of Value Inquiry 34 (4):579-583.
  19.  27
    Curtler, Hugh Mercer. Rediscover.Stephen Darwall, Allan Gibbard, Peter Railton, Robbie Davis-Floyd, P. Sven, Patrice DiQuinzio, Iris Marion, M. David Ermann, Mary B. Williams & Michele S. Shauf - 1998 - Teaching Philosophy 21 (1):115.
  20.  4
    Hugh Curtler, Vivas As Critic: Essays in Poetics and Criticism.Morris Grossman - 1983 - Journal of Aesthetics and Art Criticism 42 (2):237-239.
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  21.  5
    Stephen Zelnick Hugh Curtler, What Is Art.Willis H. Truitt - 1983 - Journal of Aesthetics and Art Criticism 42 (2):235-237.
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  22.  65
    Intention, Plans, and Practical Reason.Hugh J. McCann & M. E. Bratman - 1991 - Noûs 25 (2):230.
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  23.  28
    Criticism and the Growth of Knowledge.Hugh Lehman - 1972 - Philosophy of Science 39 (1):92-95.
  24. The Works of Agency: On Human Action, Will and Freedom.Hugh McCann - 1998 - Ithaca, N.Y.: Cornell University Press.
    In these essays, Hugh J. McCann develops a unified perspective on human action. Written over a period of twenty-five years, the essays provide a comprehensive survey of the major topics in contemporary action theory. In four sections, the book addresses the ontology of action ; the foundations of action ; intention, will, and freedom; and practical rationality. McCann works out a compromise between competing perspectives on the individuation of action ; explores the foundations of action and defends a volitional (...)
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  25. The African Inspiration of the Black Arts Movement.Edward O. Ako - 1986 - Diogenes 34 (135):93-104.
    The literary relations between the Harlem Renaissance and the Negritude Movement have, we believe, been sufficiently documented. It has been demonstrated that Senghor, Damas and Césaire avidly perused the pages of Crisis, Opportunity and Garvey's Negro World—Journals in which Langston Hughes, Claude Mckay, Countee Cullen and Jean Tommer—the poets of the Harlem Renaissance, first had their poems published. It is equally literary history now, that some of the poems of the Afro-American writers were reprinted in such Parisian Black-oriented journals and (...)
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  26.  87
    Rationality and the Range of Intention.Hugh J. McCann - 1986 - Midwest Studies in Philosophy 10 (1):191-211.
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  27. Expert Communication and the Self-Defeating Codes of Scientific Ethics.Hugh Desmond - 2021 - American Journal of Bioethics 21 (1):24-26.
    Codes of ethics currently offer no guidance to scientists acting in capacity of expert. Yet communicating their expertise is one of the most important activities of scientists. Here I argue that expert communication has a specifically ethical dimension, and that experts must face a fundamental trade-off between "actionability" and "transparency" when communicating. Some recommendations for expert communication are suggested.
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  28.  59
    Creation and the Sovereignty of God.Hugh J. McCann - 2012 - Indiana University Press.
  29.  14
    The amoral academy? A critical discussion of research ethics in the neo-liberal university.Hugh Busher & Alison Fox - 2021 - Educational Philosophy and Theory 53 (5):469-478.
    This paper challenges current dominant thinking in Universities about the processes of ethical appraisal of research studies in the Social Sciences. It considers this to be founded on unjustifiable and inappropriate principles, the origins of which are presented before discussing alternative, more inclusive and ethically defensible approaches. The latter are based on dialogic processes to sustain respectful and empowering ethical reviews which appreciate the situated nature of research. The empirical evidence for this comes from papers about ethnographic studies with children (...)
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  30.  14
    The amoral academy? A critical discussion of research ethics in the neo-liberal university.Hugh Busher & Alison Fox - 2021 - Educational Philosophy and Theory 53 (5):469-478.
    This paper challenges current dominant thinking in Universities about the processes of ethical appraisal of research studies in the Social Sciences. It considers this to be founded on unjustifiable and inappropriate principles, the origins of which are presented before discussing alternative, more inclusive and ethically defensible approaches. The latter are based on dialogic processes to sustain respectful and empowering ethical reviews which appreciate the situated nature of research. The empirical evidence for this comes from papers about ethnographic studies with children (...)
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  31. My Conscience May Be My Guide, but You May not Need to Honor It.Hugh Lafollette - 2017 - Cambridge Quarterly of Healthcare Ethics 26 (1):44-58.
    A number of health care professionals assert a right to be exempt from performing some actions currently designated as part of their standard professional responsibilities. Most advocates claim that they should be excused from these duties simply by averring that they are conscientiously opposed to performing them. They believe that they need not explain or justify their decisions to anyone; nor should they suffer any undesirable consequences of such refusal. Those who claim this right err by blurring or conflating three (...)
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  32.  21
    Brute Science: Dilemmas of Animal Experimentation.Hugh LaFollette & Niall Shanks - 1996 - Ethics and the Environment 4 (1):115-121.
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  33.  41
    Animal models in biomedical research: Some epistemological worries.Hugh LaFollette & Niall Shanks - 1993 - Public Affairs Quarterly 7 (2):113-130.
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  34.  30
    THE INTACT SYSTEMS ARGUMENT: Problems with the Standard Defense of Animal Experimentation.Hugh LaFollette & Niall Shanks - 1993 - Southern Journal of Philosophy 31 (3):323-333.
  35. Plantinga and the Contingently Possible.Hugh S. Chandler - 1976 - Analysis 36 (2):106 - 109.
  36.  9
    Personal Relationships: Love, Identity, and Morality.Hugh LaFollette - 1995 - Wiley-Blackwell.
    This volume is a philosophical introduction and exploration of the nature and value of personal relationships. It is an ideal text for introductory philosophy, ethics, or applied ethics courses.
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  37.  55
    Philosophy of Mental Representation.Hugh Clapin (ed.) - 2002 - New York: Oxford University Press UK.
    Five leading figures in the philosophy of mind and cognitive science debate the central topic of mental representation. Each author's contribution is specially written for this volume, and then collectively discussed by the others. The editor frames the discussions and provides a way into the debates for new readers. An exciting feature of this collection is the transcribed discussion among all the contributors following each exchange. This is the latest thinking on mental representation carefully and critically analysed by the leading (...)
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  38. Broome on Fairness and Lotteries.Hugh Lazenby - 2014 - Utilitas 26 (4):331-345.
    John Broome argues that when all claims cannot be perfectly fairly satisfied in outcome, the contribution to fairness from entering claims into a lottery, and so providing them some surrogate satisfaction, ought to be weighed against, and can outweigh, what fairness can be achieved directly in outcome. I argue that this is a mistake. Instead, I suggest that any contribution to fairness from entering claims into a lottery is lexically posterior to fairness in outcome.
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  39.  3
    Education for Civil Society.Hugh Sockett - 2017 - Philosophy of Education 73:411-424.
  40.  18
    Tecnociência comercialmente orientada ou investigação multiestratégica?Hugh Lacey - 2014 - Scientiae Studia 12 (4):669-695.
  41.  10
    Implementing ethics in educational ethnography: regulation and practice.Hugh Busher & Alison Fox (eds.) - 2019 - New York, NY: Routledge.
    Providing theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with ensuring culturally sensitive and ethical studies. The book covers key questions including: What can researchers expect of ethical review boards? Where and (...)
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  42.  63
    The Blackwell Guide to Ethical Theory.Hugh LaFollette & Ingmar Persson (eds.) - 2000 - Hoboken: Wiley-Blackwell.
    Building on the strengths of the highly successful first edition, the extensively updated _Blackwell Guide to Ethical Theory_ presents a complete state-of-the-art survey, written by an international team of leading moral philosophers. __ A new edition of this successful and highly regarded _Guide_, now reorganized and updated with the addition of significant new material Includes 21 essays written by an international team of leading philosophers Extensive, substantive essays develop the main arguments of all the leading viewpoints in ethical theory Essays (...)
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  43. Licensing Parents Revisited.Hugh Lafollette - 2010 - Journal of Applied Philosophy 27 (4):327-343.
    Although systems for licensing professionals are far from perfect, and their problems and costs should not be ignored, they are justified as a necessary means of protecting innocent people's vital interests. Licensing defends patients from inept doctors, pharmacists, and physical therapists; it protects clients from unqualified lawyers. We should protect people who are highly vulnerable to those who are supposed to serve them, those with whom they have a special relationship. Requiring professionals to be licensed is the most plausible way (...)
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  44. Ethical research practice in educational institutions : engaging with vulnerable participants.Hugh Busher - 2019 - In Hugh Busher & Alison Fox (eds.), Implementing ethics in educational ethnography: regulation and practice. New York, NY: Routledge.
     
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  45.  13
    Emotion effects during reading: Influence of an emotion target word on eye movements and processing.Hugh Knickerbocker, Rebecca L. Johnson & Jeanette Altarriba - 2015 - Cognition and Emotion 29 (5):784-806.
  46.  19
    Science and Subjectivity.Hugh Lehman - 1968 - Philosophy of Science 35 (3):291-292.
  47.  15
    Util‐izing Animals.Niall Shanks Hugh Lafollette - 2008 - Journal of Applied Philosophy 12 (1):13-25.
    ABSTRACT Biomedical experimentation on animals is justified, researchers say, because of its enormous benefits to human beings. Sure, animals suffer and die, but that is morally insignificant since the benefits of research incalculably outweigh the evils. Although this utilitarian claim appears straightforward and relatively uncontroversial, it is neither straightforward nor uncontroversial. This defence of animal experimentation is likely to succeed only by rejecting three widely held moral presumptions. We identify these assumptions and explain their relevance to the justification of animal (...)
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  48. The Greatest Vice?Hugh LaFollette - 2016 - Journal of Practical Ethics 4 (2):1-24.
    History teems with instances of “man’s inhumanity to man.” Some wrongs are perpetrated by individuals; most ghastly evils were committed by groups or nations. Other horrific evils were established and sustained by legal systems and supported by cultural mores. This demands explanation. I describe and evaluate four common explanations of evil before discussing more mundane and psychologically informed explanations of wrong-doing. Examining these latter forms helps isolate an additional factor which, if acknowledged, empowers us to diagnose, cope with, and prevent (...)
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  49.  79
    Living on a Slippery Slope.Hugh LaFollette - 2005 - The Journal of Ethics 9 (3-4):475-499.
    Our actions, individually and collectively, inevitably affect others, ourselves, and our institutions. They shape the people we become and the kind of world we inhabit. Sometimes those consequences are positive, a giant leap for moral humankind. Other times they are morally regressive. This propensity of current actions to shape the future is morally important. But slippery slope arguments are a poor way to capture it. That is not to say we can never develop cogent slippery slope arguments. Nonetheless, given their (...)
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  50.  38
    The Constitutive Values of Science.Hugh Lacey - 1997 - Principia: An International Journal of Epistemology 1 (1):3–40.
    Cognitive values are the characteristics that are constitutive of good theories, the criteria to which we appeal when choosing among competing theories. I argue that, in order to count as a cognitive value, a characteristic must be needed to explain actually made theory choices, and its cognitive significance must be well defended especially in view of considerations derived from the objective of science. A number of proposed objectives of science are entertained, and it is argued that adopting a par-ticular objective (...)
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