Results for 'Robert Shaw'

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  1.  19
    Poiesis.Hans Robert Jauss & Michael Shaw - 1982 - Critical Inquiry 8 (3):591-608.
    Historically, the productive aspect of the aesthetic experience can be described as a process during which aesthetic practice freed itself step by step from restrictions imposed on productive activity in both the classical and the biblical tradition. If one understands this process as the realization of the idea of creative man, it is principally art which actualizes this idea.1 First, when the poietic capacity is still one and undivided, it asserts itself subliminally; later, in the competition between technical and artistic (...)
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  2.  28
    Marshall—Making Wittgenstein Smile.Robert Keith Shaw - 2005 - Educational Philosophy and Theory 37 (3):397–405.
    In the 1980s and 1990s the discipline of philosophy of education had an impact on schooling and the public service in New Zealand because of the contracted work of James Marshall and Michael Peters. This personal reflection by Robert Shaw is a tribute to James Marshall and provides insight into the relationship between Ministry officials, the community, and educational researchers.
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  3.  3
    Computers and Society.Robert Gillespie & Alan Shaw - 1975 - Acm Sigcas Computers and Society 6 (1):7-8.
  4. High Quality Learning Opportunities in High Poverty Middle Schools: Moving From Rhetoric to Reality.Douglas J. Mac Iver, Estelle Young, Robert Balfanz, Alta Shaw, Maria Garriott & A. Cohen - 2001 - In Thomas S. Dickinson (ed.), Reinventing the Middle School. Routledgefalmer.
     
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  5.  20
    Care and Commitment in Ethical Consumption: An Exploration of the ‘Attitude–Behaviour Gap’.Deirdre Shaw, Robert McMaster & Terry Newholm - 2016 - Journal of Business Ethics 136 (2):251-265.
    In this paper we argue that greater attention must be given to peoples’ expression of “care” in relation to consumption. We suggest that “caring about” does not necessarily lead to “care-giving,” as conceptualising an attitude–behaviour gap might imply, but that a closer examination of the intensity, morality, and articulation of care can lead to a greater understanding of consumer narratives and, thus, behaviour. To examine this proposition, a purposive sample of self-identified ethical consumers was interviewed. Care is expressed by the (...)
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  6.  26
    Psychophysics and Ecometrics.William H. Warren & Robert E. Shaw - 1981 - Behavioral and Brain Sciences 4 (2):209-210.
  7. Husserl's Phenomenological Method in Management.Robert Keith Shaw - 2010 - In Proceedings of the ANZAM conference, Adelaide, Australia. Australia and New Zealand Academy of Management.
    There is a palpable need for a new theory that embraces organisations and management – the hegemony of scientific theories is at an end. This paper argues that the phenomenological method which Husserl inaugurates has the potential to provide new insights. Those who adopt a phenomenological attitude to their situation within a business can explore unusual, and as yet unseen, depths within phenomena. The paper introduces Husserl’s method which requires the development of skills and a thoroughgoing rejection of scientific methods (...)
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  8. China Confronts Kant When University Students Experience the Angst of Freedom.Robert Keith Shaw - 2016 - Educational Philosophy and Theory 48 (6).
    An existential interpretation of student angst in Chinese universities raises issues of autonomy and freedom. The governance arrangements in China create a conflict for Chinese students who in their coursework are urged to become critical-minded and open-minded. In this essay, Kant’s moral theory provides access to this phenomenon. His theory of duty–rationality–autonomy–freedom relates the liberty of thought to principled action. Kantian ideals still influence western business and university practice and they become relevant in China as that country modernises. The abilities (...)
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  9.  13
    Is the “Cognitive Penetrability” Criterion Invalidated by Contemporary Physics?Peter N. Kugler, M. T. Turvey & Robert Shaw - 1982 - Behavioral and Brain Sciences 5 (2):303-306.
  10.  14
    Determinism, Moral Responsibility and Retribution.Elizabeth Shaw & Robert Blakey - forthcoming - Neuroethics:1-15.
    In this article, we will identify two issues that deserve greater attention from those researching lay people’s attitudes to moral responsibility and determinism. The first issue concerns whether people interpret the term “moral responsibility” in a retributive way and whether they are motivated to hold offenders responsible for pre-determined behaviour by considerations other than retributivism, e.g. the desires to condemn the action and to protect society. The second issue concerns whether explicitly rejecting moral responsibility and retributivism, after reading about determinism, (...)
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  11. The Implications for Science Education of Heidegger’s Philosophy of Science.Robert Shaw - 2013 - Educational Philosophy and Theory 45 (5):546-570.
    Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal themselves to human beings in events of disclosure. (...)
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  12.  27
    Ecological Foundations of Cognition. I: Symmetry and Specificity of Animal-Environment Systems.M. T. Turvey & Robert E. Shaw - 1999 - Journal of Consciousness Studies 6 (11-12):11-12.
    Ontological and methodological constraints on a theory of cognition that would generalize across species are identified. Within these constraints, ecological arguments for animal-environment mutuality and reciprocity and the necessary specificity of structured energy distributions to environmental facts are developed as counterpoints to the classical doctrines of animal-environment dualism and intractable nonspecificity. Implications of and for a cognitive theory consistent with Gibson's programme of ecological psychology are identified and contrasted with contemporary cognitivism.
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  13. Understanding Public Organisations: Collective Intentionality as Cooperation.Robert Keith Shaw - 2011 - In Proceedings of the 2011 Conference of the Philosophy of Education Society of Australasia. Auckland, New Zealand. Philosophy of Education Society of Australasia.
    This paper introduces the concept of collective intentionality and shows its relevance when we seek to understand public management. Social ontology – particularly its leading concept, collective intentionality – provides critical insights into public organisations. The paper sets out the some of the epistemological limitations of cultural theories and takes as its example of these the group-grid theory of Douglas and Hood. It then draws upon Brentano, Husserl and Searle to show the ontological character of public management. Modern public institutions (...)
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  14. Laughing in Chinese. [REVIEW]Robert Keith Shaw & Guo-Hai Chen - 2014 - Humor 27 (1):167-170.
    Santangelo, Paulo (ed.). 2012.Laughing in Chinese.Rome: Aracne Editrice. 472pp. €26. ISBN 97888 548 46203. This book of 15 papers is divided into four parts: humor in Chinese and Japanese literary works, examples of comic literature, the moral involvement of humor, and the psychology of humor. Santangelo provides a substantial introduction to smiles and laughter in the Chinese context and also to the papers in his book (pp. 5–28). This structure lends itself to a description and analysis of smiling and laughing (...)
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  15. The Development and Trials of a Decision-Making Model.Robert Keith Shaw, Michael A. Peters & James D. Marshall - 1986 - Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision making, especially (...)
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  16. The Reformation of Business Education: Purposes and Objectives.Robert Keith Shaw - 2011 - In Proceedings of 2011 Conference of the New Zealand Assoication of Applied Business Education. Nelson, New Zealand, 11 October 2011. New Zealand Association of Applied Business Education.
    Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised economy. The tension is between (...)
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  17.  4
    Bringing Deleuze and Guattari Down to Earth Through Gregory Bateson: Plateaus, Rhizomes and Ecosophical Subjectivity.Robert Shaw - 2015 - Theory, Culture and Society 32 (7-8):151-171.
  18. The Phenomenology of Union Decision-Making: A New Way to Enquire Into Reality.Robert Keith Shaw & Ashish Malik - 2011 - In Proceedings of the Australia and New Zealand Academy of Management Conference, 2011. ANZAM.
    This paper inaugurates a discussion about the phenomenology of union decision-making. Phenomenology provides a new lens that may enable us to gain penetrating insights into how unions function in the fractious world of human resources management. The present paper is preliminary to any fieldwork that may be undertaken. Its main purposes are to identify theory that could be the foundation of further practical work, relate recent work in the phenomenology of management to union practices and to propose directions of enquiry. (...)
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  19.  30
    The Peculiar Place of Enlightenment Ideals in the Governance Concept of Citizenship and Democracy.Robert Keith Shaw - 2007 - In Michael Peters, Harry Blee, Penny Enslin & Alan Britton (eds.), Global Citizenship Education. SENSE Publishers.
    This chapter examines a foundational democratic practice by considering how it expresses concepts of the Enlightenment. The practice is that of the vote or plebiscite as it appears in governance. The leading enlightenment concept is rationality as it is expounded by Kant. Kant did not participate in national democratic processes. He expected decisions of any consequence to be made in Berlin and thrived when his City was invaded by the Russians and their officers became his students, until they left suddenly (...)
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  20.  21
    Explanatory Burdens and Natural Law: Invoking a Field Description of Perception-Action.Robert E. Shaw & Jeffrey B. Wagman - 2001 - Behavioral and Brain Sciences 24 (5):905-906.
    Although we agree with Hommel et al. that perception and action refer to one another, we disagree that they do so via a code. Gibson (1966; 1979) attempted to frame perception-action as a field phenomenon rather than as a particle phenomenon. From such a perspective, perception and action are adjoint, mutually interacting through an information field, and codes are unnecessary.
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  21. Truth and Physics Education.Robert Keith Shaw - 2010 - Dissertation, University of Auckland
    This thesis develops a hermeneutic philosophy of science to provide insights into physics education. -/- Modernity cloaks the authentic character of modern physics whenever discoveries entertain us or we judge theory by its use. Those who justify physics education through an appeal to its utility, or who reject truth as an aspect of physics, relativists and constructivists, misunderstand the nature of physics. Demonstrations, not experiments, reveal the essence of physics as two characteristic engagements with truth. First, truth in its guise (...)
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  22.  14
    Ecological Foundations of Cognition. II: Degrees of Freedom and Conserved Quantities in Animal-Environment Systems.Robert E. Shaw & M. T. Turvey - 1999 - Journal of Consciousness Studies 6 (11-12):11-12.
    Cognition means different things to different psychologists depending on the position held on the mind-matter problem. Ecological psychologists reject the implied mind-matter dualism as an ill-posed theoretic problem because the assumed mind-matter incommensurability precludes a solution to the degrees of freedom problem. This fundamental problem was posed by both Nicolai Bernstein and James J. Gibson independently. It replaces mind-matter dualism with animal-environment duality -- a better posed scientific problem because commensurability is assured. Furthermore, when properly posed this way, a conservation (...)
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  23. A Heideggerian Analysis in the Teaching of Science to Maori Students.Robert Keith Shaw & Dan Love - 2007 - He Kupu 1 (3):31-43.
    Teachers frequently find that their teaching is unsuccessful with a particular group of students. This paper describes how Heidegger’s ontology was useful to teachers as they developed a distance education platform to teach astronomy to culturally diverse Aotearoa New Zealand secondary school students. Māori students do not perform well within their State’s model of normalising education, and academic authors ascribe this “failure” to the effects of cultural difference and imperialism. This paper conjectures that Māori are not merely “culturally different” but (...)
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  24.  16
    Abstract Machine Theory and Direct Perception.Robert Shaw & James Todd - 1980 - Behavioral and Brain Sciences 3 (3):400-401.
  25.  83
    New Zealand's Recent Concern with Moral Education.Robert Keith Shaw - 1979 - Journal of Moral Education 9 (1):23-35.
    References to moral education in New Zealand over the last fifteen years are traced through official and semi-official government reports, teachers’ publications, and other sources. It is argued that since 1962 there has been an increasing awareness of and concern with moral education. -/- The significance of the Commission on Education in New Zealand in 1962 stressed that New Zealand schools’ prime responsibility was for intellectual education, although they should also be concerned with physical, emotional, and moral development. -/- Since (...)
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  26.  12
    Methodological Realism.Robert Shaw & M. T. Turvey - 1980 - Behavioral and Brain Sciences 3 (1):94-97.
  27.  12
    Pedagogic Thinking That Grounds E-Learning for Secondary School Science Students in New Zealand.Robert Keith Shaw - 2007 - E-Learning and Digital Media 4 (4):471-481.
    Course designers adopted a language-learners approach to the online teaching of New Zealand secondary school students in the subject of astronomy. This was possible because the curriculum for astronomy that was in 2004 established as a part of New Zealand's national curriculum was specifically designed to engage underachieving students in science and technology. A criterion-referenced assessment regime was established and an Internet platform was built specifically to facilitate this form of assessment. This platform contrasts with the norm-referenced assessment programmes that (...)
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  28.  66
    The Violence in Learning.Robert Keith Shaw - 2010 - Analysis and Metaphysics 9:76-100.
    This paper argues that learning is inherently violent. It examines the way in which Heidegger uses – and refrains from using – the concept in his account of Dasein. Heidegger explicitly discussed “learning” in 1951 and he used of the word in several contexts. Although he confines his use of “learning” to the ontic side of the ontic-ontological divide, there are aspects of what he says that open the door to an ontological analogue of the ontic learning. In this discussion (...)
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  29. The Phenomenology of Democracy.Robert Keith Shaw - 2009 - Policy Futures in Education 7 (3):340-348.
    Human beings originate votes, and democracy constitutes decisions. This is the essence of democracy. A phenomenological analysis of the vote and of the decision reveals for us the inherent strength of democracy and its deficiencies. Alexis de Tocqueville pioneered this form of enquiry into democracy and produced positive results from it. Unfortunately, his phenomenological method was inadequate and he missed the essential core of his 'associative art'. The frequent association of democracy with rationality misleads us about its nature and its (...)
     
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  30.  18
    The Job Description of the Cerebellum and a Candidate Model of its “Tidal Wave” Function.Robert E. Shaw, Endre E. Kadar & M. T. Turvey - 1997 - Behavioral and Brain Sciences 20 (2):265-265.
    A path space integral approach to modelling the job description of the cerebellum is proposed. This new approach incorporates the equation into a kind of generalized Huygens's wave equation. The resulting exponential functional integral provides a mathematical expression of the inhibitory function by which the cerebellum the intended control signal from the background of neuronal excitation.
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  31.  11
    Path Space Integrals for Modeling Experimental Measurements of Cerebellar Functioning.Endre E. Kadar, Robert E. Shaw & M. T. Turvey - 1997 - Behavioral and Brain Sciences 20 (2):253-254.
    A propagator for a path space integral can be used to represent the and provides a natural way to model a control signal that is temporally segmented by placement of pairs of stimulating and recording electrodes. Although care must be exercised in interpreting the resulting measurement, the technique should prove useful to experimenters who study cerebellar functioning.
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  32.  55
    The Survival Value of Informed Awareness.Robert Shaw & Jeffrey Kinsella-Shaw - 2007 - Journal of Consciousness Studies 14 (1):137-154.
    Various hypotheses about the importance of psycho-neural concomitants are reviewed and their implications discussed for the 'easy' and 'hard' problems of consciousness -- especially, as viewed by cognitive and ecological psychology. In Ecological Psychology, where the subjective-objective dichotomy is repudiated, these concepts are without foundation, and are replaced by informed awareness, which is argued to play an important, perhaps, indispensable role in goal- directed actions and thus to have survival value. The significance of informed awareness is illustrated in several real- (...)
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  33.  34
    Heidegger's Hermeneutic Method in Tertiary Education.Robert Keith Shaw - 2011 - In Fowler Pip, Strongman Luke & Kobeleva Polly (eds.), Writing the Future. Tertiary Writing Network.
    Heidegger’s hermeneutic method and his account of pedagogy are useful in teaching students how to think and write. This paper interprets the method of thinking which Martin Heidegger taught to his students and indicates strategies that have been used to introduce that method to New Zealand students in an online course. The method appears to philosophers as a technique of conceptual analysis, although Heidegger may not have agreed with that characterisation or its use in this way. To tertiary teachers it (...)
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  34.  16
    Ecologizing World Graphs.Robert E. Shaw & Ennio Mingolla - 1982 - Behavioral and Brain Sciences 5 (4):648-650.
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  35.  7
    The Purpose of the MBA Degree: The Opportunity for a Confucian MBA to Overcome Neoliberalism.Robert Keith Shaw - 2017 - Educational Philosophy and Theory 49 (12):1173-1183.
    This paper is a prolegomena to discussions about a differentiated Confucian MBA curriculum. We draw upon Kant’s notion of individual autonomy and our observations of practice to argue that there are three models extant for the MBA degree. One of these, that which emphasizes leadership, holds considerable potential if it develops in the context of a genuinely Confucian university. This distinctive MBA—which could emerge in China—would express Confucian metaphysics and thus actively embrace China’s history, philosophy and culture. It would manifest (...)
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  36.  26
    Heidegger's Technologies: Postphenomenological Perspectives (Perspectives in Continental Philosophy) - By D. Ihde.Robert Shaw - 2011 - Educational Philosophy and Theory 43 (S1):135-135.
  37.  24
    The Nature of Democratic Decision Making and the Democratic Panacea.Robert Keith Shaw - 2009 - Policy Futures in Education 7 (3):340-348.
    'Democracy thrives because it helps individuals identify with the society of which they are members and because it provides for legitimate decision-making and exercise of power.' With this statement, the Council of Europe raises for us some fundamental questions: what is the practice of democracy, its merits and its limitations? A phenomenological insight into democracy as it displays itself indicates that its essence is decision making by vote. The strength of this mechanism is that it operates without a requirement for (...)
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  38.  8
    Principles of Learning and the Ecological Style of Inquiry.Thomas R. Alley & Robert E. Shaw - 1981 - Behavioral and Brain Sciences 4 (1):139-141.
  39.  8
    REM Sleep Deprivation Fails to Increase Aggression in Female Rats.Paul Shaw, Jacqueline Puentes, Cliff Reis & Robert A. Hicks - 1990 - Bulletin of the Psychonomic Society 28 (5):448-450.
  40.  16
    Are You Ready for the Next Outbreak? An Exercise in Legal Preparedness.John O. Agwunobi, Sara Feigenholtz, Donna E. Levin, Robert E. Ragland, Joseph M. Henderson & Frederic E. Shaw - 2004 - Journal of Law, Medicine and Ethics 32 (s4):77-78.
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  41.  6
    Are You Ready for the Next Outbreak? An Exercise in Legal Preparedness.John O. Agwunobi, Sara Feigenholtz, Donna E. Levin, Robert E. Ragland, Joseph M. Henderson & Frederic E. Shaw - 2004 - Journal of Law, Medicine and Ethics 32 (4_suppl):77-78.
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  42. The Philosophical Works of Francis Bacon. Methodized, and Made English, From the Originals, with Occasional Notes, to Explain What is Obscure; and Shew How Far the Several Plans of the Author, for the Advancement of All the Parts of Knowledge, Have Been Executed to the Present Time.Francis Bacon, Peter Shaw, Robert Bristow & Edward George Geoffrey Smith Stanley Derby - 1733 - J.J. And P. Knapton [Etc.].
     
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  43.  11
    An Intentional Dynamics Approach to Comparing Robots with Their Biological Targets.Judith A. Effken & Robert E. Shaw - 2001 - Behavioral and Brain Sciences 24 (6):1058-1058.
    After identifying similarities in the paradigmatic problems of biorobotics and ecological psychology, we suggest a way to compare the performance of robots with that of their biological targets. The crucial comparison is between the intentional dynamics of the robot and those of the targeted animal, a measure that depends critically on recognizing and describing the underlying affordance-effectivity match of the target system.
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  44.  5
    Adjoint Optimal Control.Robert E. Shaw & Thomas F. Carolan - 1988 - Behavioral and Brain Sciences 11 (1):146-147.
  45.  66
    Assessing Components of Morality.Robert Keith Shaw - 1977 - Dissertation, University of Auckland
    An investigation into the assessment of the moral components which were developed by John Wilson, is reported. Tests fox the classroom measurement of two components were developed. The components were; PHIL(CC), the claiming of concern for other persons as an overriding, universal, and prescriptive principle in moral decision making; and; GIG, knowledge of factual information which is relevant in making moral decisions which subjects face. The test development exercise was undertaken at a time when public interest in moral education was (...)
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  46. Proceedings of the Australia and New Zealand Academy of Management Conference, 2011.Robert Keith Shaw & Ashish Malik - 2011 - ANZAM.
    This paper examines the use of the phenomenological method in business and management research.
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  47. Real Horror.Robert C. Solomon Shaw - 2003 - In Steven Jay Schneider & Daniel Shaw (eds.), Dark Thoughts: Philosophic Reflections on Cinematic Horror. Scarecrow Press.
     
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  48.  88
    Is Hypocrisy a Problem for Consequentialism?: William H. Shaw.William H. Shaw - 1999 - Utilitas 11 (3):340-346.
    Eldon Soifer and Béla Szabados argue that hypocrisy poses a problem for consequentialism because the hypocrite, in pretending to live up to a norm he or she does not really accept, acts in ways that have good results. They argue, however, that consequentialists can meet this challenge and show the wrongness of hypocrisy by adopting a desirefulfilment version of their theory. This essay raises some doubts about Soifer and Szabados's proposal and argues that consequentialism has no difficulty coming to grips (...)
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  49.  58
    Shaw on Chesterton's Ireland.George Bernard Shaw - 2003 - The Chesterton Review 29 (1/2):211-216.
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  50.  45
    The Developmental Programme - Concept or Muddle?Programmes for Development, Genes, Chromosomes and Computer Models in Developmental Biology. Edited by Alma Swan, HERBERT Macgregor and Robert Ransom.J. Embryol. Exp. Morph. Volume 83 Supplement. The Company of Biologists Ltd, Cambridge, 1984. Pp. 369. �12.00, $23.00. [REVIEW]J. Robert & S. Whittle - 1986 - Bioessays 5 (2):91-92.
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