Results for 'Nathan Gibbs'

999 found
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  1.  25
    The Foundations of Constitutional Democracy: The Kelsen-Natural Law Controversy.Nathan Gibbs - 2024 - Canadian Journal of Law and Jurisprudence 37 (1):79-107.
    In the immediate post-war period, a set of thinkers, most notably Jacques Maritain, developed influential natural law theories of constitutional democracy. The central tenet of the natural law approach to the post-war settlement was that, without the type of foundational understanding of the constitutional system it was proposing, the new democratic political institutions would relapse into totalitarianism. In response to this natural law challenge, Hans Kelsen sought to explicate and defend a self-consciously secular and relativistic understanding of the basis of (...)
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  2.  18
    Getting Constitutional Theory into Proportion: A Matter of Interpretation?Nathan Gibbs - 2005 - Oxford Journal of Legal Studies 27 (1):175-191.
  3.  13
    Modern Constitutional Legitimacy and Political Theology: Schmitt, Peterson and Blumenberg.Nathan Gibbs - 2019 - Law and Critique 30 (1):67-89.
    In this article, an important set of general themes will be examined in relation to the ongoing problematization of the legitimacy of modern constitutionalism within a body of work that largely draws on Carl Schmitt’s political theology. In particular, however, the themes discussed in this article will focus on the later, post-war stages of his work contained in the brief, but dense volume entitled, Political Theology II. This work involves a sustained confrontation with the theologian Erik Peterson and the historian (...)
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  4.  10
    Boerhaave and the Botanists.F. W. Gibbs - 1957 - Annals of Science 13 (1):47-61.
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  5. Embodiment and cognitive science.Raymond W. Gibbs - 2006 - New York ;: Cambridge University Press.
    This book explores how people's subjective, felt experiences of their bodies in action provide part of the fundamental grounding for human cognition and language. Cognition is what occurs when the body engages the physical and cultural world and must be studied in terms of the dynamical interactions between people and the environment. Human language and thought emerge from recurring patterns of embodied activity that constrain ongoing intelligent behavior. We must not assume cognition to be purely internal, symbolic, computational, and disembodied, (...)
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  6.  70
    Referring as a collaborative process.Herbert H. Clark & Deanna Wilkes-Gibbs - 1986 - Cognition 22 (1):1-39.
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  7.  21
    Correlations in Rosenzweig and Levinas.Robert Gibbs - 1994 - Princeton University Press.
    Robert Gibbs radically revises standard interpretations of the two key figures of modern Jewish philosophy--Franz Rosenzweig, author of the monumental Star of Redemption, and Emmanuel Levinas, a major voice in contemporary intellectual life, who has inspired such thinkers as Derrida, Lyotard, Irigaray, and Blanchot. Rosenzweig and Levinas thought in relation to different philosophical schools and wrote in disparate styles. Their personal relations to Judaism and Christianity were markedly dissimilar. To Gibbs, however, the two thinkers possess basic affinities with (...)
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  8.  34
    Literal Meaning and Psychological Theory.Raymond W. Gibbs - 1984 - Cognitive Science 8 (3):275-304.
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  9.  94
    Hobbes, Rousseau, and the “gift” in interpersonal relationships.Nathan Miczo - 2002 - Human Studies 25 (2):207-231.
    This paper compares and contrasts the philosophical positions of Hobbes and Rousseau from the standpoint of interpersonal communication theory. Although both men argued from the state of nature, they differed fundamentally on the nature of humankind and the purpose of relationships. These differences should be of concern for interpersonal scholars insofar as they reflect differing sets of axioms from which to begin theorizing. The second part of the paper establishes a link between Hobbes' philosophy and the social exchange tradition: The (...)
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  10.  8
    The Limitations of Principlism.Jed P. Mangal & Nathan S. Scheiner - 2024 - American Journal of Bioethics Neuroscience 15 (1):17-19.
    In their article, Crutchfield and Redinger (2024) outline the conditions that they have identified as situations in which it is ethically permissible to use chemical restraints, defined as medicati...
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  11.  12
    Metaphor Interpretation as Embodied Simulation.Raymond W. Gibbs - 2006 - Mind and Language 21 (3):434-458.
    Cognitive theories of metaphor understanding are typically described in terms of the mappings between different kinds of abstract, schematic, disembodied knowledge. My claim in this paper is that part of our ability to make sense of metaphorical language, both individual utterances and extended narratives, resides in the automatic construction of a simulation whereby we imagine performing the bodily actions referred to in the language. Thus, understanding metaphorical expressions like ‘grasp a concept’ or ‘get over’ an emotion involve simulating what it (...)
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  12.  27
    Why Ethics?: Signs of Responsibilities.Robert Gibbs - 2000 - Princeton University Press.
    Ranging over philosophy, literary theory, social theory, and historiography, this is an ambitious and provocative work that holds profound lessons for how we think about ethics and how we seek to live responsibly.
  13. Cognitive effort and effects in metaphor comprehension: Relevance theory and psycholinguistics.Raymond W. Gibbs & Markus Tendahl - 2006 - Mind and Language 21 (3):379–403.
    This paper explores the trade-off between cognitive effort and cognitive effects during immediate metaphor comprehension. We specifically evaluate the fundamental claim of relevance theory that metaphor understanding, like all utterance interpretation, is constrained by the presumption of optimal relevance (Sperber and Wilson, 1995, p. 270): the ostensive stimulus is relevant enough for it to be worth the addressee's effort to process it, and the ostensive stimulus is the most relevant one compatible with the communicator's abilities and preferences. One important implication (...)
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  14.  30
    Cognitive Effort and Effects in Metaphor Comprehension: Relevance Theory and Psycholinguistics.Raymond W. Gibbs & Markus Tendahl - 2006 - Mind and Language 21 (3):379-403.
    This paper explores the trade-off between cognitive effort and cognitive effects during immediate metaphor comprehension. We specifically evaluate the fundamental claim of relevance theory that metaphor understanding, like all utterance interpretation, is constrained by the presumption of optimal relevance (Sperber and Wilson, 1995, p. 270): the ostensive stimulus is relevant enough for it to be worth the addressee’s effort to process it, and the ostensive stimulus is the most relevant one compatible with the communicator’s abilities and preferences. One important implication (...)
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  15. Idioms and mental imagery: The metaphorical motivation for idiomatic meaning.Raymond W. Gibbs & Jennifer E. O'Brien - 1990 - Cognition 36 (1):35-68.
  16.  52
    Pragmatics in understanding what is said.Raymond W. Gibbs Jr & Jessica F. Moise - 1997 - Cognition 62 (1):51-74.
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  17.  20
    Essays in Social Theory.Benjamin Gibbs & Steven Lukes - 1978 - Philosophical Quarterly 28 (113):374.
  18. The cognitive psychological reality of image schemas and their transformations.Raymond W. Gibbs & Herbert L. Colston - 1995 - Cognitive Linguistics 6 (4):347-378.
  19.  46
    Why many concepts are metaphorical.Raymond W. Gibbs - 1996 - Cognition 61 (3):309-319.
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  20.  29
    Irony in Talk Among Friends.Raymond Gibbs - 2000 - Metaphor and Symbol 15 (1):5-27.
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  21.  20
    Pragmatic complexity in metaphor interpretation.Raymond W. Gibbs - 2023 - Cognition 237 (C):105455.
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  22.  11
    “No One Should See What They Have to Do”: Military Children and Media Representations of War.Brian Gibbs & Jeremy Hilburn - 2021 - Journal of Social Studies Research 45 (2):130-149.
    The primary objective of this article is to describe how the children of soldiers critiqued and examined media representations of war. Taken from a more extensive qualitative case study involving eight teachers, this article examines one social studies teacher and her students’ perspectives on media coverage of war through two Socratic Seminar discussions focused on two wars: the American Civil War and Gulf War. Data was collected through interviews, focus groups, and classroom observations. Students leveled a specific set of critiques (...)
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  23.  30
    Out of Love for Any Thing? A Response to Vlieghe and Zamojski on Some Pedagogical Problems with an Object-Oriented ‘Educational Love’.Alexis Gibbs & Elizabeth O'brien - 2021 - Journal of Philosophy of Education 55 (1):215-225.
    In this paper we consider some of the problems inherent in the attempt to define and circumscribe an exclusively ‘educational love’, as presented by Joris Vlieghe and Piotr Zamojski in a recent paper for this journal. In seeking to move beyond the confusing interpersonal relations involved in student-centred discourses on teaching, the authors aim to articulate an ‘educational love’ that is more oriented towards subject matter than the student subject. In the process, the concept of love itself becomes increasingly abstract (...)
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  24.  52
    Intentions as emergent products of social interactions.R. W. Gibbs - 2001 - In Bertram F. Malle, Louis J. Moses & Dare A. Baldwin (eds.), Intentions and Intentionality: Foundations of Social Cognition. MIT Press. pp. 105--122.
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  25. Basing for the Bayesian.Cameron Gibbs - 2019 - Synthese 196 (9):3815-3840.
    There is a distinction between merely having the right belief, and further basing that belief on the right reasons. Any adequate epistemology needs to be able to accommodate the basing relation that marks this distinction. However, trouble arises for Bayesianism. I argue that when we combine Bayesianism with the standard approaches to the basing relation, we get the result that no agent forms their credences in the right way; indeed, no agent even gets close. This is a serious problem, for (...)
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  26.  24
    Icons of control: Deleuze, signs, law.Nathan Moore - 2007 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 20 (1):33-54.
    This paper is broadly concerned with Deleuze’s distinction between ‚la loi et les lois’ on the one hand, and jurisprudence on the other. Jurisprudence is the␣creative action of legal practice, the process by which it is forced to think constructively and anew. In such circumstances legal thought is akin to Deleuze’s concept of the event. I explore the distinction between law and jurisprudence by way of Deleuze’s comments on control societies, arguing that, under control, law ceases to be a juridical (...)
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  27.  12
    The Image of Law.Nathan Moore - 2007 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 20 (4):353-362.
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  28.  5
    The perception of the middle.Nathan Moore - 2012 - In Laurent de Sutter & Kyle McGee (eds.), Deleuze and Law. Deleuze Connections. pp. 132.
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  29. Pragmatic Choice in Conversation.Raymond W. Gibbs & Guy Van Orden - 2012 - Topics in Cognitive Science 4 (1):7-20.
    How do people decide what to say in context? Many theories of pragmatics assume that people have specialized knowledge that drives them to utter certain words in different situations. But these theories are mostly unable to explain both the regularity and variability in people’s speech behaviors. Our purpose in this article is to advance a view of pragmatics based on complexity theory, which specifically explains the pragmatic choices speakers make in conversations. The concept of self-organized criticality sheds light on how (...)
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  30.  7
    In the shadow of the base:Teaching war to the children of soldiers.Brian Gibbs & Jeremy Hilburn - 2022 - Journal of Social Studies Research 46 (3):209-222.
    The primary objective of this article is to detail how two teachers in the same school site, in the American Southeast, taught war to the children of soldiers. Taken from an extensive qualitative case study involving eight teachers, this article examines the pedagogies engaged in by two teachers who expressed a desire to teach war more critically to their students. Critically here means but is not exclusive to raising student consciousness to issues of war not typically taught including investigating how (...)
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  31.  14
    Pragmatics Always Matters: An Expanded Vision of Experimental Pragmatics.Raymond W. Gibbs & Herbert L. Colston - 2020 - Frontiers in Psychology 11.
  32.  8
    Nice but not necessary? Reflections on the role of the arts in Kitcher's The Main Enterprise of the World.Alexis Gibbs - 2023 - Journal of Philosophy of Education 57 (2):409-418.
    The manifesto presented in Philip Kitcher's exhaustive appraisal of contemporary American education—and the case for its potential reform—is so wide-ranging that it is not possible to do justice to its every component. Instead, I will speak to one of its parts in an attempt to recognize what I take to be the value of the whole. My aim is to address the section on the role of the arts in formal education, and the nature of aesthetic experience within that, to (...)
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  33. Thought insertion and the inseparability thesis.Paul J. Gibbs - 2000 - Philosophy, Psychiatry, and Psychology 7 (3):195-202.
    The essay examines the impact of thought insertion on typical conceptions of self-consciousness. Stephens and Graham have recently argued that thought insertion is compatible with the inseparability thesis, which maintains that with regard to self-consciousness subjectivity is a proper part of introspection--introspection and subjectivity are inseparable. They argue that thought insertion is an error of agency and not an error of subjectivity. The essay contends that even if they are correct in their interpretation that thought insertion is an error of (...)
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  34. Counterfactuals and laws with violations.Cameron Gibbs - 2020 - Synthese 198 (11):10643-10659.
    Evaluating counterfactuals in worlds with deterministic laws poses a puzzle. In a wide array of cases, it does not seem plausible that if a non-actual event were to occur that either the past would be different or that the laws would be different. But it’s also difficult to see how we can avoid this result. Some philosophers have argued that we can avoid this dilemma by allowing that a proposition can be a law even though it has violations. On this (...)
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  35. Does dyslexia exist?Julian G. Elliott & Simon Gibbs - 2008 - Journal of Philosophy of Education 42 (3-4):475-491.
    In this paper we argue that attempts to distinguish between categories of 'dyslexia' and 'poor reader' or 'reading disabled' are scientifically unsupportable, arbitrary and thus potentially discriminatory. We do not seek to veto scientific curiosity in examining underlying factors in reading disability, for seeking greater understanding of the relationship between visual symbols and spoken language is crucial. However, while stressing the potential of genetics and neuroscience for guiding assessment and educational practice at some stage in the future, we argue that (...)
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  36.  82
    Understanding and Literal Meaning.Raymond W. Gibbs - 1989 - Cognitive Science 13 (2):243-251.
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  37.  9
    Evaluating Contemporary Models of Figurative Language Understanding.Raymond Gibbs - 2001 - Metaphor and Symbol 16 (3):317-333.
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  38.  23
    Real Possibility.Benjamin Gibbs - 1970 - American Philosophical Quarterly 7 (4):340 - 348.
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  39.  15
    Metaphors in the flesh: Metaphorical pantomimes in sports celebrations.Raymond W. Gibbs - 2021 - Cognitive Linguistics 32 (1):67-96.
    When athletes make significant plays in sporting competitions, such as scoring a goal in soccer, a touchdown in American football, they often immediately express their joy by performing some bodily action for others to see and understand. Many sports celebrations are staged pantomimes that express metaphorical meanings as a part of athletes’ pretending to perform certain source-path-goal sequences of action from other competitive events. This article examines the possible metaphoricity in different sports celebrations and whether casual observers may understand these (...)
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  40.  32
    Striving for optimal relevance when answering questions.Raymond W. Gibbs & Gregory A. Bryant - 2008 - Cognition 106 (1):345-369.
    When people are asked “Do you have the time?” they can answer in a variety of ways, such as “It is almost 3”, “Yeah, it is quarter past two”, or more precisely as in “It is now 1:43”. We present the results of four experiments that examined people’s real-life answers to questions about the time. Our hypothesis, following previous research findings, was that people strive to make their answers optimally relevant for the addressee, which in many cases allows people to (...)
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  41. Causal essentialism and the identity of indiscernibles.Cameron Gibbs - 2018 - Philosophical Studies 175 (9):2331-2351.
    Causal essentialists hold that a property essentially bears its causal and nomic relations. Further, as many causal essentialists have noted, the main motivations for causal essentialism also motivate holding that properties are individuated in terms of their causal and nomic relations. This amounts to a kind of identity of indiscernibles thesis; properties that are indiscernible with respect to their causal and nomic relations are identical. This can be compared with the more well-known identity of indiscernibles thesis, according to which particulars (...)
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  42.  25
    Academic freedom in international higher education: right or responsibility?Alexis Gibbs - 2016 - Ethics and Education 11 (2):175-185.
    This paper explores the conceptual history of academic freedom and its emergence as a substantive right that pertains to either the academic or the university. It is suggested that historical reconceptualisations necessitated by contingent circumstance may have led to academic freedom being seen as a form of protection for those working within universities whose national legislation recognises the right to teach and research without external interference, rather than as a responsibility to the wider society or to peers in other parts (...)
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  43.  18
    Craig Fox & Britt Harrison, editors, Philosophy of Film Without Theory.Alexis Gibbs - 2024 - Film and Philosophy 28:135-139.
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  44.  26
    Marketing and the notion of well-being.Paul Gibbs - 2004 - Business Ethics, the Environment and Responsibility 13 (1):5–13.
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  45.  48
    Language understanding is grounded in experiential simulations: a response to Weiskopf.Raymond W. Gibbs & Marcus Perlman - 2010 - Studies in History and Philosophy of Science Part A 41 (3):305-308.
    Several disciplines within the cognitive sciences have advanced the idea that people comprehend the actions of others, including the linguistic meanings they communicate, through embodied simulations where they imaginatively recreate the actions they observe or hear about. This claim has important consequences for theories of mind and meaning, such as that people’s use and interpretation of language emerges as a kind of bodily activity that is an essential part of ordinary cognition. Daniel Weiskopf presents several arguments against the idea that (...)
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  46.  67
    Psycholinguistic studies on the conceptual basis of idiomaticity.Raymond W. Gibbs - 1990 - Cognitive Linguistics 1 (4):417-452.
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  47.  30
    The Limits of Thought: Rosenzweig, Schelling, and Cohen.Robert Gibbs - 1989 - Zeitschrift für Philosophische Forschung 43 (4):618 - 640.
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  48.  13
    The relevance of Relevance for psychological theory.Raymond W. Gibbs - 1987 - Behavioral and Brain Sciences 10 (4):718.
  49.  3
    The Allegorical Impulse.Raymond W. Gibbs - 2011 - Metaphor and Symbol 26 (2):121-130.
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  50.  50
    Embodied metaphor in perceptual symbols.Raymond W. Gibbs & Eric A. Berg - 1999 - Behavioral and Brain Sciences 22 (4):617-618.
    We agree with Barsalou's claim about the importance of perceptual symbols in a theory of abstract concepts. Yet we maintain that the richness of many abstract concepts arises from the metaphorical mapping of recurring patterns of perceptual, embodied experience to provide essential structure to these abstract ideas.
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