Results for 'Peter R. Kay'

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  1.  32
    Pain, physical functioning and quality of life of individuals awaiting total joint replacement: a longitudinal study.Gretl A. McHugh, Karen A. Luker, Malcolm Campbell, Peter R. Kay & Alan J. Silman - 2008 - Journal of Evaluation in Clinical Practice 14 (1):19-26.
  2.  28
    Patients waiting for a hip or knee joint replacement: is there any prioritization for surgery?Gretl A. McHugh, Malcolm Campbell, Alan J. Silman, Peter R. Kay & Karen A. Luker - 2008 - Journal of Evaluation in Clinical Practice 14 (3):361-367.
  3.  26
    Post‐operative anxiety and depression levels in orthopaedic surgery: a study of 56 patients undergoing hip or knee arthroplasty.Richard S. J. Nickinson, Timothy N. Board & Peter R. Kay - 2009 - Journal of Evaluation in Clinical Practice 15 (2):307-310.
  4.  26
    Ethics and Education.R. S. Peters - 1966 - London,: Routledge.
    First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as 'What do we actually mean by education?' and provides a proper ethical foundation for education in a democratic society. The book will appeal (...)
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  5.  21
    R. S. Peters on Education and Ethics.R. S. Peters - 2015 - Routledge.
    R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.
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  6. Authority and education.R. S. Peters - 1966 - Ethics and Education 237:265.
     
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  7. The Concept of Motivation.R. S. PETERS - 1958 - Les Etudes Philosophiques 14 (2):235-235.
     
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  8. The Concept of Motivation.R. S. PETERS - 1958 - Philosophy 34 (128):72-73.
     
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  9. Education and the Educated Man.R. S. Peters - 1970 - Journal of Philosophy of Education 4 (1):5-20.
    R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.
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  10.  98
    What Would Confucius Do? – Confucian Ethics and Self-Regulation in Management.Peter R. Woods & David A. Lamond - 2011 - Journal of Business Ethics 102 (4):669-683.
    We examined Confucian moral philosophy, primarily the Analects, to determine how Confucian ethics could help managers regulate their own behavior (self-regulation) to maintain an ethical standard of practice. We found that some Confucian virtues relevant to self-regulation are common to Western concepts of management ethics such as benevolence, righteousness, wisdom, and trustworthiness. Some are relatively unique, such as ritual propriety and filial piety. We identify seven Confucian principles and discuss how they apply to achieving ethical self-regulation in management. In addition, (...)
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  11.  49
    Reason and compassion.R. S. Peters - 1973 - Boston,: Routledge and Kegan Paul.
    PREFACE The first three of these lectures, or rather an abbreviated version of them, were first given as the Lindsay Memorial Lectures at the University of ...
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  12. Education as initiation.R. S. Peters - 2006 - In Randall R. Curren (ed.), Philosophy of Education: An Anthology. Malden, MA: Wiley-Blackwell. pp. 192-205.
  13.  14
    Moral Development and Moral Education.R. S. Peters - 1981 - Routledge.
    First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his acceptance that reason and feeling (...)
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  14.  45
    Emotions and the category of passivity.R. S. Peters & C. A. Mace - 1962 - Proceedings of the Aristotelian Society 62:117-142.
    R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.
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  15.  67
    Education and justification. A reply to R k Elliott.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28–38.
    R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.
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  16.  94
    John Locke and natural philosophy.Peter R. Anstey - 2011 - New York: Oxford University Press.
    Peter Anstey presents a thorough and innovative study of John Locke's views on the method and content of natural philosophy. Focusing on Locke's Essay concerning Human Understanding, but also drawing extensively from his other writings and manuscript remains, Anstey argues that Locke was an advocate of the Experimental Philosophy: the new approach to natural philosophy championed by Robert Boyle and the early Royal Society who were opposed to speculative philosophy. On the question of method, Anstey shows how Locke's pessimism (...)
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  17.  32
    VII—Emotions and the Category of Passivity.R. S. Peters & C. A. Mace - 1962 - Proceedings of the Aristotelian Society 62 (1):117-142.
    R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.
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  18. Early Modern Experimental Philosophy.Peter R. Anstey & Alberto Vanzo - 2016 - In Wesley Buckwalter & Justin Sytsma (eds.), Blackwell Companion to Experimental Philosophy. Malden, MA: Blackwell. pp. 87-102.
    In the mid-seventeenth century a movement of self-styled experimental philosophers emerged in Britain. Originating in the discipline of natural philosophy amongst Fellows of the fledgling Royal Society of London, it soon spread to medicine and by the eighteenth century had impacted moral and political philosophy and even aesthetics. Early modern experimental philosophers gave epistemic priority to observation and experiment over theorising and speculation. They decried the use of hypotheses and system-building without recourse to experiment and, in some quarters, developed a (...)
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  19.  68
    Experimental philosophy and the origins of empiricism.Peter R. Anstey & Alberto Vanzo - 2023 - Cambridge: Cambridge University Press. Edited by Alberto Vanzo.
    The emergence of experimental philosophy was one of the most significant developments in the early modern period. However, it is often overlooked in modern scholarship, despite being associated with leading figures such as Francis Bacon, Robert Boyle, Isaac Newton, Jean Le Rond d'Alembert, David Hume and Christian Wolff. Ranging from the early Royal Society of London in the seventeenth century to the uptake of experimental philosophy in Paris and Berlin in the eighteenth, this book provides new terms of reference for (...)
  20.  61
    “I had so much it didn’t seem fair”: Eight-year-olds reject two forms of inequity.Peter R. Blake & Katherine McAuliffe - 2011 - Cognition 120 (2):215-224.
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  21.  6
    The putative reader in mass media persuasion – stance, argumentation and ideology.Peter R. R. White - 2020 - Discourse and Communication 14 (4):404-423.
    This article explores a framework for analyses of what has variously been termed the ‘implied’, ‘imagined’, ‘virtual’ or ‘putative’ reader/addressee – the effect by which ostensibly ‘monologic’ texts, such as news media commentary, political pronouncements and academic essays project particular attitudes, beliefs and expectations on to the reader/addressee. The framework is demonstrated in being applied to an examination of the construal of putative addressee positioning in a selection of mass media texts concerned with the Israeli military’s invasion of Gaza in (...)
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  22.  57
    Education and Justification.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28-38.
    R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.
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  23.  29
    The Philosophy of Robert Boyle.Peter R. Anstey - 2000 - New York: Routledge.
    This book presents the first integrated treatment of the philosophy of Robert Boyle, one of the leading English natural philosophers of the Scientific Revolution.
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  24.  34
    An electrophysiological signal that precisely tracks the emergence of error awareness.Peter R. Murphy, Ian H. Robertson, Darren Allen, Robert Hester & Redmond G. O'Connell - 2012 - Frontiers in Human Neuroscience 6.
  25. Descartes to Derrida: An Introduction to European Philosophy.Peter R. Sedgwick - 2001 - Malden, Mass.: Wiley-Blackwell.
    This critical survey of issues in European philosophy offers detailed accounts of crucial texts by important thinkers. Sedgwick draws key ideas from these sources, analyzing the various relationships between them and linking them to central themes in philosophical enquiry, such as the nature of subjectivity, reason and experience, anti-humanism, and the nature of language.Areas explored include epistemology, metaphysics and ontology, ethics and politics. Aspects of the work of a broad range of thinkers is considered in detail, including Descartes, Locke, Hume, (...)
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  26.  65
    Experimental versus Speculative Natural Philosophy.Peter R. Anstey - 2005 - In Peter R. Anstey & John Schuster (eds.), The science of nature in the seventeenth century: patterns of change in early modern natural philosophy. Springer Science and Business Media. pp. 215-242.
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  27. John Dewey Reconsidered Edited by R.S. Peters. --.R. S. Peters - 1977 - Routledge and Kegan Paul.
     
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  28. Psychology and Ethical Development.R. S. Peters - 1980 - Critica 12 (34):133-135.
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  29.  14
    The Concept of Education.R. S. Peters - 1967 - Routledge.
    This collection provides comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike.
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  30.  26
    A Short History of Ethics.R. S. Peters - 1967 - British Journal of Educational Studies 15 (3):321.
  31.  35
    “Mental health” as an educational aim.R. S. Peters - 1964 - Studies in Philosophy and Education 3 (2):185-200.
  32.  64
    The philosopher's contribution to educational research.R. S. Peters & J. P. White - 1969 - Educational Philosophy and Theory 1 (2):1–15.
  33.  57
    Banning all drug promotion is the best option pending major reforms.Peter R. Mansfield - 2005 - Journal of Bioethical Inquiry 2 (2):75-81.
    Drug promotion should be evaluated according to its impact on health, access to information, informed consent, and wealth. Drug promotion currently does more harm than good to each of these objectives because it is usually misleading. This is a systemic problem. Whilst improved regulation and education will address it to some degree, major reforms to payment systems for drug companies and doctors are also required. Until all these systemic reforms can be put in place, the best policy option is to (...)
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  34.  35
    Sensorimotor fluency influences affect: Evidence from electromyography.Peter R. Cannon, Amy E. Hayes & Steven P. Tipper - 2010 - Cognition and Emotion 24 (4):681-691.
  35.  11
    A behavioral theory of timing.Peter R. Killeen & J. Gregor Fetterman - 1988 - Psychological Review 95 (2):274-295.
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  36.  27
    The Political Philosophy of Hobbes.R. S. Peters & Howard Warrender - 1959 - Philosophical Quarterly 9 (37):375.
  37.  31
    Moral Education and the Psychology of Character.R. S. Peters - 1962 - Philosophy 37 (139):37 - 56.
    It would be interesting to speculate why particular lines of enquiry flourish and fade. The study of ‘character’ is a case in point. In the '20s and early '30s the study of ‘character’ was quite a flourishing branch of psychology. It then came to an abrupt halt and, until recent times, there has been almost nothing in the literature on the subject. Perhaps it was the notorious Hartshorne and May Character Education Enquiry, and the inferences that were mistakenly drawn from (...)
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  38.  36
    An electromyographic investigation of the impact of task relevance on facial mimicry.Peter R. Cannon, Amy E. Hayes & Steven P. Tipper - 2009 - Cognition and Emotion 23 (5):918-929.
  39.  33
    Education and Justification.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28-38.
    R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.
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  40. Robert Boyle and the heuristic value of mechanism.Peter R. Anstey - 2002 - Studies in History and Philosophy of Science Part A 33 (1):157-170.
    This paper argues that, contrary to the claims of Alan Chalmers, Boyle understood his experimental work to be intimately related to his mechanical philosophy. Its central claim is that the mechanical philosophy has a heuristic structure that motivates and gives direction to Boyle's experimental programme. Boyle was able to delimit the scope of possible explanations of any phenomenon by positing both that all qualities are ultimately reducible to a select group of mechanical qualities and that all explanations of natural phenomena (...)
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  41.  19
    A generalized signal detection model to predict rational variation in base rate use.Peter R. Mueser, Nelson Cowan & Kim T. Mueser - 1999 - Cognition 69 (3):267-312.
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  42.  21
    Nietzsche: The Key Concepts.Peter R. Sedgwick - 2009 - New York: Routledge.
    __Nietzsche: The Key Concepts__ is a comprehensive guide to one of the most widely-studied and influential philosophers of the nineteenth century. This invaluable resource helps navigate the often challenging and controversial thought outlined in Nietzsche’s seminal texts. Fully cross-referenced throughout and in an accessible A-Z format with suggestions for further reading, this concise yet thorough introduction explores such ideas as: decadence epistemology modernity nihilism will to power This volume is essential reading for students of philosophy and will be of interest (...)
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  43.  20
    Arousal: Its genesis and manifestation as response rate.Peter R. Killeen, Stephen J. Hanson & Steve R. Osborne - 1978 - Psychological Review 85 (6):571-581.
  44. Respect for persons and fraternity.R. S. Peters - forthcoming - Ethics and Education.
     
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  45.  13
    Symposium: Authority.R. S. Peters, P. G. Winch & A. E. Duncan-Jones - 1958 - Aristotelian Society Supplementary Volume 32 (1):207-260.
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  46. The Justification of Education.R. S. Peters - forthcoming - The Philosophy of Education.
     
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  47. Emergent behaviorism.Peter R. Killeen - 1984 - Behaviorism 12 (2):25-39.
    In this article I examine Skinner's objections to mentalism. I conclude that his only valid objections concern the "specious explanations" that mentalism might afford ? explanations that are incomplete, circular, or faulty in other ways. Unfortunately, the mere adoption of behavioristic terminology does not solve that problem. It camouflages the nature of "private events," while providing no protection from specious explanations. I argue that covert states and events are causally effective, and may be sufficiently different in their nature to deserve (...)
     
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  48.  27
    Reflective Artificial Intelligence.Peter R. Lewis & Ştefan Sarkadi - 2024 - Minds and Machines 34 (2):1-30.
    As artificial intelligence (AI) technology advances, we increasingly delegate mental tasks to machines. However, today’s AI systems usually do these tasks with an unusual imbalance of insight and understanding: new, deeper insights are present, yet many important qualities that a human mind would have previously brought to the activity are utterly absent. Therefore, it is crucial to ask which features of minds have we replicated, which are missing, and if that matters. One core feature that humans bring to tasks, when (...)
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  49.  18
    A Reply to John Kleinig.R. S. Peters - 1973 - Journal of Philosophy of Education 7 (2):167-176.
    R S Peters; A Reply to John Kleinig, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 167–176, https://doi.org/10.1111/j.1467-9752.1973.
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  50.  59
    Han Fei in his context: Legalism on the eve of the Qin conquest.Peter R. Moody - 2011 - Journal of Chinese Philosophy 38 (1):14-30.
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