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Substance and Selfhood: E. J. Lowe

Philosophy 66 (255):81-99 (1991)

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  1. The Process of Reflective Teaching.Peter Silcock - 1994 - British Journal of Educational Studies 42 (3):273 - 285.
    The process of reflection is analysed into three components - an ego-driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which 'reflective teaching' can be fostered are also suggested. It is argued that adopting any single model of 'reflective practice' can be unnecessarily restrictive given the ubiquity of the reflective process. Finally, the (...)
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  • Why I Have No Hands.Eric T. Olson - 1995 - Theoria 61 (2):182-197.
    Trust me: my chair isn't big enough for two. You may doubt that every rational, conscious being is a person; perhaps there are beings that mistakenly believe themselves to be people. If so, read ‘rational, conscious being’ or the like for 'person'.
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  • Human Atoms.Eric T. Olson - 1998 - Australasian Journal of Philosophy 76 (3):396-406.
    In this paper I shall explore a novel alternative to these familiar views. In his recent book Sub ects of Ex erience, E. J. Lowe argues, as many others have done before, that you and I are not animals. It follows from this, he says, that we must be simple substances without parts. That may sound like Cartesian dualism. But Lowe is no Cartesian. He argues from premises that many present-day materialists accept. And he claims that our being mereologically simple (...)
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  • The Process of Reflective Teaching.Peter Silcock - 1994 - British Journal of Educational Studies 42 (3):273-285.
    The process of reflection is analysed into three components - an ego-driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which 'reflective teaching' can be fostered are also suggested. It is argued that adopting any single model of 'reflective practice' can be unnecessarily restrictive given the ubiquity of the reflective process. Finally, the (...)
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  • MaxCon Extended Simples and the Dispositionalist Ontology of Laws.Travis Dumsday - 2017 - Synthese 194 (5).
    Extended simples are physical objects that, while spatially extended, possess no actual proper parts. The theory that physical reality bottoms out at extended simples is one of the principal competing views concerning the fundamental composition of matter, the others being atomism and the theory of gunk. Among advocates of extended simples, Markosian’s ‘MaxCon’ version of the theory has justly achieved particular prominence. On the assumption of causal realism, I argue here that the reality of MaxCon simples would entail the reality (...)
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