Results for 'Silvia Jonas'

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  1.  62
    Ineffability and its Metaphysics: The Unspeakable in Art, Religion, and Philosophy.Silvia Jonas - 2016 - Palgrave-Macmillan.
    Can art, religion, or philosophy afford ineffable insights? If so, what are they? The idea of ineffability has puzzled philosophers from Laozi to Wittgenstein. In Ineffability and its Metaphysics: The Unspeakable in Art, Religion and Philosophy, Silvia Jonas examines different ways of thinking about what ineffable insights might involve metaphysically, and shows which of these are in fact incoherent. Jonas discusses the concepts of ineffable properties and objects, ineffable propositions, ineffable content, and ineffable knowledge, examining the metaphysical (...)
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  2. Access Problems and Explanatory Overkill.Silvia Jonas - 2016 - Philosophical Studies:1-12.
    I argue that recent attempts to deflect Access Problems for realism about a priori domains such as mathematics, logic, morality, and modality using arguments from evolution result in two kinds of explanatory overkill: (1) the Access Problem is eliminated for contentious domains, and (2) realist belief becomes viciously immune to arguments from dispensability, and to non-rebutting counter-arguments more generally.
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  3. Aesthetic Ineffability.Silvia Jonas - 2017 - Philosophy Compass 12 (2):e12396.
    This essay provides an overview of the ways in which contemporary philosophers have tried to make sense of ineffability as encountered in aesthetic contexts. Section 1 sets up the problem of aesthetic ineffability by putting it into historical perspective. Section 2 specifies the kinds of questions that may be raised with regard to aesthetic ineffability, as well as the kinds of answer each one of those questions would require. Section 3 investigates arguments that seek to locate aesthetic ineffability within the (...)
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  4.  21
    Access Problems and Explanatory Overkill.Silvia Jonas - 2017 - Philosophical Studies 174 (11):2731-2742.
    I argue that recent attempts to deflect Access Problems for realism about a priori domains such as mathematics, logic, morality, and modality using arguments from evolution result in two kinds of explanatory overkill: the Access Problem is eliminated for contentious domains, and realist belief becomes viciously immune to arguments from dispensability, and to non-rebutting counter-arguments more generally.
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  5.  41
    Modal Structuralism and Theism.Silvia Jonas - forthcoming - In Fiona Ellis (ed.), New Models of Religious Understanding. Oxford: Oxford University Press.
    Drawing an analogy between modal structuralism about mathematics and theism, I o er a structuralist account that implicitly de nes theism in terms of three basic relations: logical and metaphysical priority, and epis- temic superiority. On this view, statements like `God is omniscient' have a hypothetical and a categorical component. The hypothetical component provides a translation pattern according to which statements in theistic language are converted into statements of second-order modal logic. The categorical component asserts the logical possibility of the (...)
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  6.  37
    On Mathematical and Religious Belief, and on Epistemic Snobbery.Silvia Jonas - 2016 - Philosophy 91 (1):69-92.
    In this paper, I argue that religious belief is epistemically equivalent to mathematical belief. Abstract beliefs don't fall under ‘naive’, evidence-based analyses of rationality. Rather, their epistemic permissibility depends, I suggest, on four criteria: predictability, applicability, consistency, and immediate acceptability of the fundamental axioms. The paper examines to what extent mathematics meets these criteria, juxtaposing the results with the case of religion. My argument is directed against a widespread view according to which belief in mathematics is clearly rationally acceptable whereas (...)
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  7.  27
    Constructing the World. [REVIEW]Silvia Jonas - 2014 - Philosophical Quarterly 64 (257):651-655.
  8.  17
    Howard Wettstein The Significance of Religious Experience. (New York: Oxford University Press, 2012). Pp. Ix + 223. £40.00 (Hbk). ISBN 978 0 19 984136 3. [REVIEW]Silvia Jonas - 2014 - Religious Studies 50 (1):119-123.
  9.  11
    God, Value, and Nature by Fiona Ellis Oxford University Press, 2015, Pp. 240, £55 ISBN-10: 0198714122; ISBN-13: 978-0198714125. [REVIEW]Silvia Jonas - 2016 - Philosophy 91 (2):281-284.
  10.  19
    Against Metaphysics Running Amok: Hegel, Adorno, and the Ineffable.Silvia Jonas - 2013 - In Lisa Herzog (ed.), Hegel's Thought in Europe: Currents, Crosscurrents and Undercurrents. pp. 133.
    Adorno’s metaphysics as developed in his Negative Dialectics revolves around what he calls the ‘Non-identical’. The Non-identical is essentially ineffable and can only be understood negatively, through Adorno’s method of ‘negative dialectics’. Negative dialectics is Adorno’s answer to Hegelian metaphysics, which he criticises for its ‘consistent resolution of non-identity into pure identity’. While Adorno endorses Hegel’s critique of Kant’s distinction between the realm of noumena and the realm of phenomena, he argues that Hegel is wrong in believing that a speculative (...)
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  11. Organism, Medicine, and Metaphysics Essays in Honor of Hans Jonas on His 75th Birthday.Hans Jonas & Stuart F. Spicker - 1978
  12. Interview with Hans Jonas.Hans Jonas - 2003 - Social Research 70 (2).
     
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  13.  22
    Hans Jonas: por que a técnica moderna é um objeto para a ética.Hans Jonas - 1999 - Natureza Humana 1 (2):407-420.
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  14.  5
    Hommage À : Serge JONAS.Jacques Guigou & Irène Jonas - 2013 - Hermes 65:, [ p.].
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  15.  8
    Hommage À : Serge JONAS.Jacques Guigou & Irène Jonas - 2013 - Hermès: La Revue Cognition, communication, politique 65 (1):, [ p.].
  16. New Work on Ineffability: Review of “Ineffability and Its Metaphysics: The Unspeakable in Art, Religion, and Philosophy” by Silvia Jonas[REVIEW]Guy Bennett-Hunter - 2016 - Expository Times 128 (1):30–32.
  17.  3
    Silvia Jonas. Ineffability and its Metaphysics: The Unspeakable in Art, Religion and Philosophy.Sameer Yadav - 2017 - Journal of Analytic Theology 5 (1):949-955.
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  18.  4
    Sulle cause e gli usi della filosofia e altri scritti inediti.Hans Jonas & Fabio Fossa (eds.) - 2017 - Pisa, ITALY: ETS.
    Qual è il valore pratico della filosofia? La tradizione tramanda un verdetto duplice. Da una parte, il sapiente è colui che sa vivere, poiché conosce cosa è bene e come realizzarlo; dall’altra, il filosofo è inesperto del mondo ed esibisce in prima persona l’inutilità del suo sapere. Ma come si misura l’utilità del sapere filosofico? In questi scritti inediti risalenti agli anni canadesi (1949-1956), tradotti per la prima volta, Hans Jonas si interroga sul significato vitale e umano dell’esperienza filosofica, (...)
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  19. Dem Bösen Ende Näher Gespräche Über Das Verhältnis des Menschen Zur Natur.Hans Jonas & Wolfgang Schneider - 1993
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  20. The Phenomenon of Life: Toward a Philosophical Biology.Hans Jonas - 1966 - Northwestern University Press.
    A classic of phenomenology and existentialism and arguably Jonas's greatest work, The Phenomenon of Life sets forth a systematic and comprehensive philosophy -- ...
  21.  59
    Mortality and Morality: A Search for the Good After Auschwitz.Hans Jonas - 1996 - Northwestern University Press.
    This book both consummates and demonstrates the basic thrust of Jonas's thought: the inseparability of ethics and metaphysics, the reality of values at the ...
  22. Aproximaciones a la epistemología francesa.Pedro Karczmarczyk, Gassmann Carlos, Acosta Jazmín Anahí, Rivera Silvia, Cuervo Sola Manuel, Torrano Andrea & Abeijón Matías - 2013 - In Karczmarczyk Pedro (ed.), Estudios de Epistemología. Instituto de epistemología, Universidad Nacional de Tucumán. pp. 1-164.
    Aproximaciones a la escuela francesa de epistemología Los problemas que dominan a la epistemología pueden contextualizarse históricamente como una forma de racionalidad filosófica. La filosofía se ha presentado a lo largo de la historia como un discurso en el que sus diversos componentes (metafísica, ontología, gnoseología, ética, lógica, etc.) se mostraron unidos en el molde de la ?unidad del saber?. En este marco unitario alguna de las formas del saber filosófico detenta usualmente una posición dominante. El énfasis colocado en la (...)
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  23.  12
    Three Misunderstandings of Plato's Theory of Moral Education.Mark E. Jonas - 2016 - Educational Theory 66 (3):301-322.
    In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher-kings can attain true knowledge of virtue and it is they who should govern (...)
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  24.  54
    The Phenomenon of Life: Toward a Philosophical Biology; [Essays].Hans Jonas - 1966 - New York: Harper & Row.
    A classic of phenomenology and existentialism and arguably Jonas's greatest work, The Phenomenon of Life sets forth a systematic and comprehensive philosophy -- an existential interpretation of biological facts laid out in support of Jonas ...
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  25. Laughing and Learning: An Alternative to Shut Up and Listen.Peter M. Jonas - 2009 - R&L Education.
    This book explores the ways in which humor can enhance the learning environment. Drawing upon empirical research and brain-based concepts, Jonas presents a theoretical model of humor, along with practical examples for enhancing learning in schools and classrooms.
     
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  26.  7
    The Use and Abuses of Emulation as a Pedagogical Practice.Mark E. Jonas & Drew W. Chambers - 2017 - Educational Theory 67 (3):241-263.
    From the late eighteenth through the end of the nineteenth century, educational philosophers and practitioners debated the benefits and shortcomings of the use of emulation in schools. During this period, “emulation” referred to a pedagogy that leveraged comparisons between students as a tool to motivate them to higher achievement. Many educationists praised emulation as a necessary and effective motivator. Other educationists condemned it for its tendency to foster invidious competition between students and to devalue learning. Ultimately, by the late nineteenth (...)
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  27.  11
    Education for Epiphany: The Case of Plato's Lysis.Mark E. Jonas - 2015 - Educational Theory 65 (1):39-51.
    While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the (...)
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  28. O fardo e a benção da mortalidade.Hans Jonas & Wendell Evangelista Soares Lopes - 2009 - Princípios 16 (25):265-281.
    O texto apresentado a seguir é uma traduçáo da conferência intitulada “The Burden and Blessing of Mortality” ( The Hastings Center Report , 22, n. 1, jan-fev. 1992, p. 34-40), que foi apresentada à Fundaçáo do Palácio Real [The Royal Palace Foundation], em Amsterdam, no dia 19 de março de 1991. Esta conferência foi traduzida para o alemáo por Reinhard Löw e revisada pelo próprio Jonas, aparecendo com o título “Last und Segen der Sterblichkeit” em Scheidewege 21, 1991/92, p. (...)
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  29. Essais Philosophiques: Du Credo Ancien À L’Homme Technologique.Hans Jonas - 2013 - Vrin.
    De tous les livres de Hans Jonas, ce sont les Essais philosophiques qui ont le caractère le plus multidisciplinaire : ils portent sur l’éthique, la philosophie de la nature, de l’esprit, de l’histoire et la philosophie de la religion… Mais ce recueil n’est pas pour autant éclectique. Car au-delà de la diversité de ses objets, il constitue une remarquable illustration du chemin de pensée que s’est frayé le philosophe à travers des champs d’investigation multiples et apparemment hétérogènes. C’est ainsi (...)
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  30. The Imperative of Responsibility: In Search of an Ethics for the Technological Age.Hans Jonas - 1984 - University of Chicago Press.
    Discusses the ethical implications of modern technology and examines the responsibility of humanity for the fate of the world.
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  31. Philosophical Essays: From Ancient Creed to Technological Man.Hans Jonas - 1974 - University of Chicago Press.
    Technology and responsibility: reflections on the new tasks of ethics.--Jewish and Christian elements in philosophy: their share in the emergence of the modern mind.--Seventeenth century and after: the meaning of the scientific and technological revolution.--Socio-economic knowledge and ignorance of goals.--Philosophical reflections on experimenting with human subjects.--Against the stream: comments on the definition and redefinition of death.--Biological engineering--a preview--Contemporary problems in ethics from a Jewish perspective.--Biological foundations of individuality.--Spinoza and the theory of organism.--Sight and thought: a review of "visual thinking."--Change and (...)
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  32.  30
    Are the Sources of Interest the Same for Everyone? Using Multilevel Mixture Models to Explore Individual Differences in Appraisal Structures.Paul J. Silvia, Robert A. Henson & Jonathan L. Templin - 2009 - Cognition and Emotion 23 (7):1389-1406.
  33.  48
    Music to the Inner Ears: Exploring Individual Differences in Musical Imagery.Roger E. Beaty, Chris J. Burgin, Emily C. Nusbaum, Thomas R. Kwapil, Donald A. Hodges & Paul J. Silvia - 2013 - Consciousness and Cognition 22 (4):1163-1173.
    In two studies, we explored the frequency and phenomenology of musical imagery. Study 1 used retrospective reports of musical imagery to assess the contribution of individual differences to imagery characteristics. Study 2 used an experience sampling design to assess the phenomenology of musical imagery over the course of one week in a sample of musicians and non-musicians. Both studies found episodes of musical imagery to be common and positive: people rarely wanted such experiences to end and often heard music that (...)
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  34. A Evaluation of Nietzsche’s Anti-Democratic Pedagogy: The Overman, Perspectivism, and Self-Overcoming.Mark E. Jonas - 2009 - Studies in Philosophy and Education 28 (2):153-169.
    In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and (...)
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  35. The Nobility of Sight.Hans Jonas - 1953 - Philosophy and Phenomenological Research 14 (4):507-519.
  36. Spinoza and the Theory of Organism.Hans Jonas - 1965 - Journal of the History of Philosophy 3 (1):43-57.
  37.  27
    Toward a Philosophy of Technology.Hans Jonas - 1979 - Hastings Center Report 9 (1):34-43.
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  38.  40
    Self-Awareness and Emotional Intensity.Paul J. Silvia - 2002 - Cognition and Emotion 16 (2):195-216.
  39. Against the Stream : Comments on the Definition and Redefinition of Death.Hans Jonas - 2009 - In John P. Lizza (ed.), Defining the Beginning and End of Life: Readings on Personal Identity and Bioethics. Johns Hopkins University Press.
  40. Biological Foundations of Individuality.Hans Jonas - 1968 - International Philosophical Quarterly 8 (2):231-251.
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  41.  58
    Dewey's Conception of Interest and its Significance for Teacher Education.Mark E. Jonas - 2011 - Educational Philosophy and Theory 43 (2):112-129.
    Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child-centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over-rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over-reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his (...)
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  42.  28
    Smoky Rooms and Fuzzy Harms: How Should the Law Respond to Harmful Parental Practices?M. F. Jonas & S. J. Thornley - 2011 - Public Health Ethics 4 (2):129-142.
    This article considers how legislators should respond to evidence that identifies a common and widely accepted parental practice as a potential source of harm to children, using domestic exposure to environmental tobacco smoke as a test case. It is claimed that children are parties to the Harm Principle, and that the State has an obligation to protect children from exposure to harm. Parental prerogative is limited by the need to avoid harming children. That said, there is considerable uncertainty about what (...)
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  43.  14
    The Baby MB Case: Medical Decision Making in the Context of Uncertain Infant Suffering.M. Jonas - 2007 - Journal of Medical Ethics 33 (9):541-544.
    The recent MB case involved a dispute between an infant’s parents and his medical team about the appropriateness of continued life support. The dispute reflected uncertainty about two key factors that inform medical decision making for seriously ill infants: both the amount of pain MB experiences and the extent of his cognitive capacities are uncertain. Uncertainty of this order makes decision making in accordance with the best-interests principle very problematic. This article addresses two of the problems that cases such as (...)
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  44.  35
    The Burden and Blessing of Mortality.Hans Jonas - 1992 - Hastings Center Report 22 (1):34-40.
  45.  66
    Finding Truth in 'Lies': Nietzsche's Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  46.  46
    Observational Research with Adolescents: A Framework for the Management of the Parental Permission. [REVIEW]Ruiz-Canela Miguel, Burgo Cristina Lopez-del, Carlos Silvia, Calatrava Maria, Beltramo Carlos, Osorio Alfonso & de Irala Jokin - 2013 - BMC Medical Ethics 14 (1):2-.
    Background: Waiving parent permission can be an option in some epidemiological and social research with adolescents. However, exemptions have not been uniformly considered or applied. Our aim is to critically assess the different factors that could be taken into account when making decisions about waiving active parental permission in observational research with adolescents.DiscussionIn some cases alternatives to parental permission could be applied to protect the rights of both adolescents and parents and also to assure the benefits to adolescents as a (...)
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  47.  25
    Overcoming Ressentiment: Nietzsche's Education for an Aesthetic Aristocracy.Mark Jonas - 2013 - History of Political Thought 34 (4):669-701.
    I argue that recent interpretations of Nietzsche's political theory that make him out to be a Machiavellian elitist are misguided. While Nietzsche's philosophy advocates a return to an order of rank among individuals, it does not entail the domination of the few over the many. Rather, it is meant to benefit all individuals, whatever their rank. To this end, I examine several Machiavellian interpretations and demonstrate the inadequacy of their exegetical evidence. I then turn to Nietzsche's educational theory and show (...)
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  48.  18
    Aesthetic Meanings and Aesthetic Emotions: How Historical and Intentional Knowledge Expand Aesthetic Experience.Paul J. Silvia - 2013 - Behavioral and Brain Sciences 36 (2):157-158.
    This comment proposes that Bullot & Reber's (B&R's) emphasis on historical and intentional knowledge expands the range of emotions that can be properly viewed as aesthetic states. Many feelings, such as anger, contempt, shame, confusion, and pride, come about through complex aesthetic meanings, which integrate conceptual knowledge, beliefs about the work and the artist's intentions, and the perceiver's goals and values.
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  49.  46
    Gratitude, Ressentiment, and Citizenship Education.Mark E. Jonas - 2012 - Studies in Philosophy and Education 31 (1):29-46.
    Patricia White (Stud Philos Educ 18:43–52, 1999) argues that the virtue gratitude is essential to a flourishing democracy because it helps foster universal and reciprocal amity between citizens. Citizens who participate in this reciprocal relationship ought to be encouraged to recognize that “much that people do does in fact help to make communal civic life less brutish, pleasanter and more flourishing.” This is the case even when the majority of citizens do not intentionally seek to make civic life better for (...)
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  50. The American Philosophical Association Eastern Division: Abstracts of Papers to Be Read at the Fifty-Fourth Annual Meeting, Harvard University, December 27-29, 1957. [REVIEW]John W. Lenz, Paul Oskar Kristeller, Willis Doney, Norman Kretzmann, Colin Murray Turbayne, Arthur Pap, E. M. Adams, T. A. Goudge, Edward H. Madden, Rudolf Allers, Hans Jonas, Lawrence W. Beals, Philip Nochlin, Ethel M. Albert, Mary Mothersill, John W. Blyth, Hector N. Castañeda, Milton C. Nahm & Joseph Margolis - 1957 - Journal of Philosophy 54 (24):773-794.
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