Results for 'shared thinking'

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  1.  36
    Human Thinking, Shared Intentionality, and Egocentric Biases.Uwe Peters - 2016 - Biology and Philosophy 31 (2):299-312.
    The paper briefly summarises and critiques Tomasello’s A Natural History of Human Thinking. After offering an overview of the book, the paper focusses on one particular part of Tomasello’s proposal on the evolution of uniquely human thinking and raises two points of criticism against it. One of them concerns his notion of thinking. The other pertains to empirical findings on egocentric biases in communication.
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  2. Human Thinking, Shared Intentionality, and Egocentric Biases.Uwe Peters - 2015 - Biology and Philosophy 30 (6):1-16.
    The paper briefly summarises and critiques Tomasello’s A Natural History of Human Thinking. After offering an overview of the book, the paper focusses on one particular part of Tomasello’s proposal on the evolution of uniquely human thinking and raises two points of criticism against it. One of them concerns his notion of thinking. The other pertains to empirical findings on egocentric biases in communication.
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  3.  7
    Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons.Frauke Hildebrandt & Kristina Musholt - 2020 - Journal of Philosophy of Education 54 (3):582-599.
    Journal of Philosophy of Education, EarlyView.
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  4.  5
    Forms of Discourse and Shared Thinking.Clotilde Pontecorvo - 1993 - Ethics and Behavior 11 (3):189-196.
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  5. Normative Thinking and Planning, Individual and Shared: Reflections on Allan Gibbard's Tanner Lectures.Michael Bratman - manuscript
    There is thinking, conducted by a single person, about how to live. And there is thinking together– a kind of “language infused”(5) shared activity – about how to live together. In the first of these fascinating and deeply probing Tanner Lectures Allan Gibbard is concerned with both of these phenomena and with how they interact.
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  6. Shared Cognition: Thinking as Social Practice In: LB Resnick, JM Levine & SD Teasley.L. B. Resnick - 1991 - In Lauren Resnick, Levine B., M. John, Stephanie Teasley & D. (eds.), Perspectives on Socially Shared Cognition. American Psychological Association.
  7.  19
    Looking Inward Together: Just War Thinking and Our Shared Moral Emotions.Valerie Morkevičius - 2017 - Ethics and International Affairs 31 (4):441-451.
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  8.  3
    Shared Scientific Thinking in Everyday Parent‐Child Activity.Kevin Crowley, Maureen A. Callanan, Jennifer L. Jipson, Jodi Galco, Karen Topping & Jeff Shrager - 2001 - Science Education 85 (6):712-732.
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  9.  6
    From Shared Stimuli to Preestablished Harmony: The Development of Quine’s Thinking on Intersubjectivity and Objective Validity.Reto Gubelmann - 2019 - Hopos: The Journal of the International Society for the History of Philosophy of Science 9 (2):343-370.
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  10.  11
    Acts of Shared Intentionality. In Search of Uniquely Human Thinking A Natural History of Human Thinking, Michael Tomasello. Cambridge, Massachusetts, Harvard University Press. 2014. Xi-178 Pp. [REVIEW]Laura Lázaro & Moisès Esteban-Guitart - 2014 - Ethos: Journal of the Society for Psychological Anthropology 42 (4):E10-E13.
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  11. Sharing Our Normative Worlds: A Theory of Normative Thinking.Ivan Gonzalez-Cabrera - 2017 - Dissertation, Australian National University
    This thesis focuses on the evolution of human social norm psychology. More precisely, I want to show how the emergence of our distinctive capacity to follow social norms and make social normative judgments is connected to the lineage explanation of our capacity to form shared intentions, and how such capacity is related to a diverse cluster of prototypical moral judgments. I argue that in explaining the evolution of this form of normative cognition we also require an understanding of the (...)
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  12.  31
    An Education of Shared Fates: Recasting Citizenship Education.Sarah DesRoches - 2016 - Studies in Philosophy and Education 35 (6):537-549.
    In this paper I explore how citizenship education might position students as always/everywhere political to diminish the pervasive belief that one either is or is not a “political person.” By focusing on how liberal and radical democracy are both necessary frameworks for engaging with issues of power, I address how we might reframe citizenship education to highlight the ubiquity of politics, offering a deepened sense of democracy. This reframing of citizenship education entails highlighting how liberalism and radical democracy are mutually (...)
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  13.  5
    Associative and Oppositional Thinking: The Difference Between the Brain Hemispheres.L. Keating - 2017 - Dialogues in Philosophy, Mental and Neuro Sciences 10 (2).
    The theory presented here has implications for philosophy in respect of how concepts and words can be mechanically defined. For neuroscience the paper at least sets out a problem that has received little consideration and offers a possible solution. Also the theory may be relevant to robotics in terms of object manipulation. Concepts need to be separated from each other in the brain in order for an animal to act on one object in isolation. A possible solution is to inhibit (...)
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  14.  9
    A Partnership in Like-Minded Thinking-Generating Hopefulness in Persons with Cancer.Tressie A. Dutchyn Ayers - 2007 - Medicine, Health Care and Philosophy 10 (1):65-80.
    A conceptual model of a partnership in ‘like-minded thinking’ consists of the following components: a relationship, a shared goal with mutual agreement to work toward that goal, and reciprocal encouragement between two people. A like-minded alliance is a relationship that offers support while at the same time encourages hope and establishes a reciprocating emotional attitude of hopefulness.The discussion focuses on the principles of such a model that is designed primarily as a lay intervention for anyone who has a (...)
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  15. ¿Qué es Epistemología?Luis Guillermo Jaramillo Echeverri - 2003 - Cinta de Moebio 18.
    El autor revisa diferentes respuestas que se han dado a la definición de epistemología, destacando de ellas el proceso de reflexión del investigador, tanto individual, como en forma compartida.
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  16.  74
    Shared Ends: Kant and Dai Zhen on the Ethical Value of Mutually Fulfilling Relationships.Justin Tiwald - 2020 - Journal of Confucian Philosophy and Culture 33:105-137.
    This paper offers an account of an important type of human relationship: relationships based on shared ends. These are an indispensable part of most ethically worthy or valuable lives, and our successes or failures at participating in these relationships constitute a great number of our moral successes or failures overall. While many philosophers agree about their importance, few provide us with well-developed accounts of the nature and value of good shared-end relationships. This paper begins to develop a positive (...)
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  17.  7
    Examining the Win‐Win Proposition of Shared Value Across Contexts: Implications for Future Application.Annika Voltan, Chantal Hervieux & Albert Mills - 2017 - Business Ethics: A European Review 26 (4):347-368.
    This article examines the concept of creating shared value as articulated by Michael Porter and Mark Kramer, in non-Western and Western contexts. We define non-Western contexts as those in so-called “developing” countries and emerging economies, whereas Western ones pertain to dominant thinking in “developed” regions. We frame our research in postcolonial theory and offer an overview of existing critiques of CSV. We conduct a critical discourse analysis of 66 articles to identify how CSV is being cited by authors, (...)
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  18.  35
    Thinking Through Other Minds: A Variational Approach to Cognition and Culture.Samuel P. L. Veissière, Axel Constant, Maxwell J. D. Ramstead, Karl J. Friston & Laurence J. Kirmayer - 2020 - Behavioral and Brain Sciences 43:1-97.
    The processes underwriting the acquisition of culture remain unclear. How are shared habits, norms, and expectations learned and maintained with precision and reliability across large-scale sociocultural ensembles? Is there a unifying account of the mechanisms involved in the acquisition of culture? Notions such as “shared expectations,” the “selective patterning of attention and behaviour,” “cultural evolution,” “cultural inheritance,” and “implicit learning” are the main candidates to underpin a unifying account of cognition and the acquisition of culture; however, their interactions (...)
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  19. Shared Knowledge From Individual Vice: The Role of Unworthy Epistemic Emotions.Adam Morton - 2014 - Philosophical Inquiries.
    This paper begins with a discussion the role of less-than-admirable epistemic emotions in our respectable, indeed admirable inquiries: nosiness, obsessiveness, wishful thinking, denial, partisanship. The explanation for their desirable effect is Mandevillian: because of the division of epistemic labour individual epistemic vices can lead to shared knowledge. In fact it is sometimes essential to it.
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  20. Everyday Thinking About Bodily Sensations.Todd Ganson & Dorit Ganson - 2010 - Australasian Journal of Philosophy 88 (3):523-534.
    In the opening section of this paper we spell out an account of our na ve view of bodily sensations that is of historical and philosophical significance. This account of our shared view of bodily sensations captures common ground between Descartes, who endorses an error theory regarding our everyday thinking about bodily sensations, and Berkeley, who is more sympathetic with common sense. In the second part of the paper we develop an alternative to this account and discuss what (...)
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  21.  12
    Integrating Care Ethics and Design Thinking.Maurice Hamington - 2019 - Journal of Business Ethics 155 (1):91-103.
    This article explores the integration of the seemingly disparate notions of care ethics and design thinking. The business community has adapted “design thinking” from engineering and architecture to facilitate innovation and problem solving through participatory processes. “Care ethics” is a relational approach to morality characterized by a concern for context, empathy, and action. Although design thinking is receiving significant attention and application in business practices, care ethics has only achieved limited traction among business ethicists in academia. “Caring (...)
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  22.  14
    ‘Ahead of All Beaten Tracks’: Ryle, Heidegger and the Ways of Thinking.Emma Williams - 2013 - Journal of Philosophy of Education 47 (1):53-70.
    The purpose of this article is to examine two philosophical accounts of thinking—yet examine them anew by considering what I take to be their under-examined relationship. These are the accounts of Gilbert Ryle and Martin Heidegger. It is often supposed that these two philosophers belong to differing, even conflicting, philosophical traditions. However, this article will seek to demonstrate that an unrecognised affinity exists between them on account of their shared endeavour to venture ahead of the ‘beaten tracks’ of (...)
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  23.  15
    'Ahead of All Beaten Tracks': Ryle, Heidegger and the Ways of Thinking.Emma Williams - 2012 - Journal of Philosophy of Education 46 (4):53-70.
    The purpose of this article is to examine two philosophical accounts of thinking—yet examine them anew by considering what I take to be their under-examined relationship. These are the accounts of Gilbert Ryle and Martin Heidegger. It is often supposed that these two philosophers belong to differing, even conflicting, philosophical traditions. However, this article will seek to demonstrate that an unrecognised affinity exists between them on account of their shared endeavour to venture ahead of the ‘beaten tracks’ of (...)
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  24.  12
    Towards a Thinking and Practice of Sexual Difference: Putting the Practice of Relationship at the Centre.Caroline Wilson - 2014 - Journal of Philosophy of Education 48 (2):202-215.
    This article seeks to open up a discussion of issues relating to the significance of sexual difference, the thinking and politics emerging from it and how it might affect educational philosophy. It briefly examines the initial work of Luce Irigaray, which has become quite influential in parts of the English speaking world, particularly focussing on the idea that there are implications for our educational objectives if gender equality were to be put in question as one of the underlying paradigms (...)
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  25.  75
    Thinking About the Needy: A Reprise. [REVIEW]Larry S. Temkin - 2004 - The Journal of Ethics 8 (4):409 - 458.
    This article discusses Jan Narvesons Welfare and Wealth, Poverty and Justice in Todays World, and Is World Poverty a Moral Problem for the Wealthy? and their relation to my Thinking about the Needy, Justice, and International Organizations. Section 2 points out that Narvesons concerns differ from mine, so that often his claims and mine fail to engage each other. For example, his focus is on the poor, mine the needy, and while many poor are needy, and vice versa, our (...)
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  26.  90
    Critical Thinking and Constructivism: Mambo Dog Fish to the Banana Patch.Peter Boghossian - 2012 - Journal of Philosophy of Education 46 (1):73-84.
    Constructivist pedagogies cannot achieve their critical thinking ambitions. Constructivism, and constructivist epistemological presuppositions, actively thwarts the critical thinking process. Using Wittgenstein's private language argument, this paper argues that corrective mechanisms—the ability to correct a student's propositions and cognitions against the background of a shared, knowable world—are indispensible to critical thinking. This paper provides concrete examples of actual constructivist practice and shows how a particular constructivist classroom exercise can be modified to incorporate critical thinking elements as (...)
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  27.  35
    On the Very Idea of Correlative Thinking.Yiu-ming Fung - 2010 - Philosophy Compass 5 (4):296-306.
    This article aims at providing a general picture of the idea of correlative thinking developed by sinologists and philosophers in the field of Chinese and comparative studies, including Marcel Granet, Joseph Needham, A. C. Graham, David Hall and Roger Ames. As a matter of fact, there is no exactly the same view among these scholars when they use the term "correlative thinking"? to describe the Chinese mode of thinking; but they all recognize, more or less, the term's (...)
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  28.  19
    Can We Experience Nature in the Lifeworld? An Interrogation of Husserl’s Notion of Lifeworld and its Implication for Environmental and Educational Thinking.Ruyu Hung & Andrew Stables - 2008 - Indo-Pacific Journal of Phenomenology 8 (sup1):1-8.
    Given the tendency for the “lifeworld approach” to be adopted in the domain of environmental theory and education without critical examination of the key concept “lifeworld”, this paper attempts to elucidate the ambiguity apparent in Husserl’s development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational (...). In the second section, the confusion surrounding the concept of lifeworld is traced back to the later Husserl’s philosophy. Exploring the meaning of lifeworld in Husserl’s philosophy reveals that there may be two lifeworld orientations: one is explicit and objective in its emphasis on the shared and universal; the other is implicit and subjective in its emphasis on the idiosyncratically personal. The final section argues that the implicit and subjective orientation of lifeworld may be more tenable experientially, and as such more conducive to helping environmental and educational thinkers envisage an attentive and responsive approach to teaching and learning about nature. (shrink)
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  29.  13
    Thinking About the Needy: A Reprise.Larry S. Temkin - 2004 - Journal of Ethics 8 (4):409-458.
    This article discusses Jan Narveson's "Welfare and Wealth, Poverty and Justice in Today's World," and "Is World Poverty a Moral Problem for the Wealthy?" and their relation to my "Thinking about the Needy, Justice, and International Organizations." Section 2 points out that Narveson's concerns differ from mine, so that often his claims and mine fail to engage each other. For example, his focus is on the poor, mine the needy, and while many poor are needy, and vice versa, our (...)
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  30.  19
    Can We Experience Nature in the Lifeworld? An Interrogation of Husserl's Notion of Lifeworld and its Implication for Environmental and Educational Thinking.Ruyu Hung & Andrew Stables - 2008 - Indo-Pacific Journal of Phenomenology: Phenomenology and Education: Special Edition 8:1-8.
    Given the tendency for the "lifeworld approach" to be adopted in the domain of environmental theory and education without critical examination of the key concept "lifeworld", this paper attempts to elucidate the ambiguity apparent in Husserl's development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational (...). In the second section, the confusion surrounding the concept of lifeworld is traced back to the later Husserl's philosophy. Exploring the meaning of lifeworld in Husserl's philosophy reveals that there may be two lifeworld orientations: one is explicit and objective in its emphasis on the shared and universal; the other is implicit and subjective in its emphasis on the idiosyncratically personal. The final section argues that the implicit and subjective orientation of lifeworld may be more tenable experientially, and as such more conducive to helping environmental and educational thinkers envisage an attentive and responsive approach to teaching and learning about nature. (shrink)
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  31.  26
    Thinking Sociologically.Griselda Pollock - 2007 - History of the Human Sciences 20 (2):141-175.
    This article takes as its provocation Marx's intriguing statement about the disjunction between the flowering of Greek art and the underdeveloped stage of social and economic development made as an epilogue to the Introduction to the Grundrisse in order to ask what are the relations between that which has been considered art and what Marx calls `production as such'. In the elaborated conditions of contemporary capitalist societies, we can ask: Is art still being made? To examine this question I juxtapose (...)
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  32.  62
    A Shared Vision Model for Community Development in the Saltillo Valley of Northern Mexico.Honorato Tessier - 2003 - World Futures 59 (8):597 – 604.
    This article describes a project that seeks to join the experiences of several fields of knowledge, through systems thinking, promoting the improvement of the quality of life in the Saltillo valley community. All this is done through an action- research process, which integrates most of the available elements. This project considers the history of the community and the complex interaction of population with natural ecosystems. The project goes into detail in the collective learning and the community conscience development, based (...)
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  33.  9
    Language as a Necessary Condition for Complex Mental Content: A Review of the Discussion on Spatial and Mathematical Thinking[REVIEW]Arkadiusz Gut & Robert Mirski - 2018 - Roczniki Filozoficzne 66 (3):33-56.
    In this article we review the discussion over the thesis that language serves as an integrator of contents coming from different cognitive modules. After presenting the theoretical considerations, we examine two strands of empirical research that tested the hypothesis — spatial cognition and mathematical cognition. The idea shared by both of them is that each is composed of two separate modules processing information of a specific kind. For spatial thinking these are geometric information about the location of the (...)
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  34.  38
    Incongruity and Provisional Safety: Thinking Through Humor.Cris Mayo - 2010 - Studies in Philosophy and Education 29 (6):509-521.
    The aim of this paper is to reconceive safety as a form of relation embedded in particular ways of speaking, listening and thinking. Moving away from safety as a relation that is achieved once and for all and afterwards remains safe avoids some of the disappointments of discourses of safety that seem to promise once a risk is taken or a gap is bridged that thereafter relations among people will be easier and calmer. This bumpier version of safety suggests (...)
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  35.  18
    Why Thinking in Faith? A Reappraisal of Edith Stein’s View of Reason.Tereza-Brindusa Palade - 2010 - Forum Philosophicum: International Journal for Philosophy 15 (2):401-412.
    This paper intends to question the conventional wisdom that philosophy should limit its endeavours to the horizon of modern transcendentalism, thus rejecting the presuppositions of faith. By reappraising Edith Stein’s views of faith and reason, which are also shared by the magisterial document of John Paul II, Fides et ratio, an argument for the possibility of “thinking in faith” is put forward. But why would it be important nowadays to engage in rational research in philosophy in a quest (...)
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  36.  31
    Utilising Appreciative Inquiry (AI) in Creating a Shared Meaning of Ethics in Organisations.L. J. van Vuuren & F. Crous - 2005 - Journal of Business Ethics 57 (4):399-412.
    . The management of ethics within organisations typically occurs within a problem-solving frame of reference. This often results in a reactive, problem-based and externally induced approach to managing ethics. Although basing ethics management interventions on dealing with and preventing current and possible future unethical behaviour are often effective in that it ensures compliance with rules and regulations, the approach is not necessarily conducive to the creation of sustained ethical cultures. Nor does the approach afford (mainly internal) stakeholders the opportunity to (...)
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  37.  7
    Conceptions of Reinhart Koselleck's Theory of Historical Time in the Thinking of Michael Oakeshott.Alexander Blake Ewing - 2016 - History of European Ideas 42 (3):412-429.
    SUMMARYIn recent years students of politics have begun to recognise Reinhart Koselleck's practice of Begriffsgeschichte, the study of conceptual history, as a useful approach for investigating key concepts in political ideologies and the history of ideas. But his theory of historical time—the temporal dimension to his semantic project and his broader theorising of the historical discipline—is often overlooked and underused as a heuristic device. By placing the thinking of Michael Oakeshott alongside Koselleck's theory of historical time, this article brings (...)
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  38.  6
    Culturally Shared Metaphors Expand Contemporary Concepts of Resilience and Post-Traumatic Growth: Contrasting an Indigenous Brazilian Community and a Swiss Rural Community.Iara Meili, Eva Heim & Andreas Maercker - 2019 - Medical Humanities 45 (4):335-345.
    The metaphorical concepts resilience and post-traumatic growth reflect the contemporary Western understanding of overcoming highly challenging life events. However, it is known that across different cultures, a broad range of metaphorical idioms for describing adaptive responses to severe adversity exists. This study aimed to explore and contrast two distinct cultural groups’ culturally shared metaphors for overcoming severe adversities. Fieldwork was conducted in two rural communities: an indigenous Brazilian community that has experienced severe collective adversity and a mountain village in (...)
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  39.  1
    Thinking with Deconstruction: Book-Adult-Child Events in Children's Literature Research.Justyna Deszcz-Tryhubczak - 2019 - Oxford Literary Review 41 (2):185-201.
    As Nathalie op de Beeck has recently pointed out, children's literature scholars need to forge more meaningful connexions between ecoliteracy and environmental action to create possibilities for achieving environmental justice. I propose that we achieve this goal by deconstructing our research practices and subjectivities through promoting the participation of children as active contributors to all elements of the research process. Such approaches enable young decision-makers to engage with one another, with books and with the world through ethics of interconnectivity. I (...)
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  40. Politics Without Vision: Thinking Without a Banister in the Twentieth Century.Tracy B. Strong - 2013 - University of Chicago Press.
    From Plato through the nineteenth century, the West could draw on comprehensive political visions to guide government and society. Now, for the first time in more than two thousand years, Tracy B. Strong contends, we have lost our foundational supports. In the words of Hannah Arendt, the state of political thought in the twentieth and twenty-first centuries has left us effectively “thinking without a banister.” _Politics without Vision_ takes up the thought of seven influential thinkers, each of whom attempted (...)
     
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  41. Political Apologies and the Question of a ‘Shared Time’ in the Australian Context.Michelle Bastian - 2013 - Theory, Culture and Society 30 (5):94-121.
    Although conceptually distinct, ‘ time ’ and ‘community’ are multiply intertwined within a myriad of key debates in both the social sciences and the humanities. Even so, the role of conceptions of time in social practices of inclusion and exclusion has yet to achieve the prominence of other key analytical categories such as identity and space. This article seeks to contribute to the development of this field by highlighting the importance of thinking time and community together through the lens (...)
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  42.  23
    Utilising Appreciative Inquiry (AI) in Creating a Shared Meaning of Ethics in Organisations.L. J. Van Vuuren & F. Crous - 2005 - Journal of Business Ethics 57 (4):399 - 412.
    The management of ethics within organisations typically occurs within a problem-solving frame of reference. This often results in a reactive, problem-based and externally induced approach to managing ethics. Although basing ethics management interventions on dealing with and preventing current and possible future unethical behaviour are often effective in that it ensures compliance with rules and regulations, the approach is not necessarily conducive to the creation of sustained ethical cultures. Nor does the approach afford (mainly internal) stakeholders the opportunity to be (...)
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  43.  12
    The Philosophy of Sociality: The Shared Point of View. [REVIEW]Raimo Tuomela - 2009 - Analysis 69 (3):587-589.
    This work provides a rigorous analysis of what Tuomela calls ‘the we-perspective’. Tuomela's overarching project is to argue that ‘conceptualizing social life and theorizing about it requires the use of group concepts, indeed the we-perspective and, especially, the we-mode.’ Already some of the complexities of Tuomela's approach will be evident – viz. in the distinction, implied in the above quotation and carried through systematically throughout the work, between the ‘we-perspective’ and the ‘we-mode’. For, indeed, it is possible, on his account, (...)
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  44.  41
    Thinking About ‘Ethics’ in the Ethics of AI.Pak-Hang Wong & Judith Simon - 2020 - IDEES 48.
    A major international consultancy firm identified ‘AI ethicist’ as an essential position for companies to successfully implement artificial intelligence (AI) at the start of 2019. It declares that AI ethicists are needed to help companies navigate the ethical and social issues raised by the use of AI. Top 5 AI hires companies need to succeed in 2019. The view that AI is beneficial but nonetheless potentially harmful to individuals and society is widely shared by the industry, academia, governments, and (...)
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  45.  72
    A Common Humanity: Thinking About Love and Truth and Justice.Raimond Gaita - 1999 - Routledge.
    The Holocaust and attempts to deny it, racism, murder, the case of Mary Bell. How can we include these and countless other examples of evil within our vision of a common humanity? These painful human incongruities are precisely what Raimond Gaita boldly harmonizes in his powerful new book, _A Common Humanity_. Hatred with forgiveness, evil with love, suffering with compassion, and the mundane with the precious. Gaita asserts that our conception of humanity cannot be based upon the empty language of (...)
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  46.  1
    Shared Responsibility for Societal Problems: The Role of Internal Activists in Reframing Corporate Responsibility.Verena Girschik - 2020 - Business and Society 59 (1):34-66.
    This article addresses intraorganizational pressures for organizational transformation toward more responsible business practices by exploring the role of internal activists. Building on the interactive framing perspective, I ask how internal activists develop a framing of their company’s responsibilities as they attempt to transform its business practices from the inside out. I explore this question in the context of a Danish pharmaceutical company’s responsibilities regarding the rising diabetes problem. Grounded in an inductive, interpretive analysis, I show how internal activists developed a (...)
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  47.  5
    Philosophical Analysis of a Person’s Self-Reflection in the Context of Internal Dialogue.V. V. Liakh & M. V. Lukashenko - 2020 - Anthropological Measurements of Philosophical Research 17:18-27.
    Purpose. The study is aimed at considering self-reflection through an analysis of the features of internal dialogue in ancient texts in order to identify signs of human’s mythological and philosophical thinking. Theoretical basis of the work is the contemplation of a person’s self-reflection in the context of his internal dialogue, through which his own human existence, his subjective and creative comprehension of the world manifest. New meanings are created and shared with others in this mental space, in particular, (...)
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  48.  10
    Can We Still Talk About “Truth” and “Progress” in Interdisciplinary Thinking Today?J. Wentzel Huyssteen - 2017 - Zygon 52 (3):777-789.
    On a cultural level, and for Christian theology as part of a long tradition in the evolution of religion, evolutionary epistemology “sets the stage,” as it were, for understanding the deep evolutionary impact of our ancestral history on the evolution of culture, and eventually on the evolution of disciplinary and interdisciplinary reflection. In the process of the evolution of human knowledge, our interpreted experiences and expectations of the world have a central role to play. What evolutionary epistemology also shows us (...)
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  49. Seeing People and Knowing You: Perception, Shared Knowledge, and Acknowledgment.Stina Bäckström - 2013 - European Journal for Philosophy of Religion 5 (4):55--73.
    This article takes up the proposal that action and expression enable perceptual knowledge of other minds, a proposal that runs counter to a tradition of thinking that other minds are special in that they are essentially unobservable. I argue that even if we accept this proposal regarding perceptual knowledge, there is still a difference between knowing another person and knowing other things. I articulate this difference by pointing out that I can know another person by sharing knowledge with her. (...)
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  50. Social Interaction as Apprenticeship in Thinking: Guided Participation in Spatial Planning.Barbara Rogoff - 1991 - In Lauren Resnick, Levine B., M. John, Stephanie Teasley & D. (eds.), Perspectives on Socially Shared Cognition. American Psychological Association. pp. 349--364.
     
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