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  1. The Megaric Possibility Paradox.Philipp Steinkrüger & Matthew Duncombe - 2024 - Apeiron 57 (1):111-137.
    In Metaphysics Theta 3 Aristotle attributes to the Megarics and unknown others a notorious modal thesis: (M) something can φ only if it is φ-ing. Aristotle does not tell us what motivated (M). Almost all scholars take Aristotle’s report to indicate that the Megarics defended (M) as a highly counterintuitive doctrine in modal metaphysics. But this reading faces several problems. First: what would motivate the Megarics to hold such a counterintuitive view? The existing literature tries, in various ways, to motivate (...)
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  • The Rise, Fall, and Afterlife of Learning Styles: An Essay on Megarianism and Emancipation in Educational Potentiality.Michael P. A. Murphy - 2019 - Studies in Philosophy and Education 39 (2):205-217.
    The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing community of Agambenian philosophy of education and the ongoing dialogue around educational potentiality, this article approaches (...)
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  • The Rise, Fall, and Afterlife of Learning Styles: An Essay on Megarianism and Emancipation in Educational Potentiality.Michael P. A. Murphy - 2019 - Studies in Philosophy and Education 39 (2):205-217.
    The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing community of Agambenian philosophy of education and the ongoing dialogue around educational potentiality, this article approaches (...)
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