Results for 'Boris Ruyter'

936 found
Order:
  1.  41
    Two Acts of Social Intelligence: The Effects of Mimicry and Social Praise on the Evaluation of an Artificial Agent. [REVIEW]Maurits Kaptein, Panos Markopoulos, Boris Ruyter & Emile Aarts - 2011 - AI and Society 26 (3):261-273.
    This paper describes a study of the effects of two acts of social intelligence, namely mimicry and social praise, when used by an artificial social agent. An experiment ( N = 50) is described which shows that social praise—positive feedback about the ongoing conversation—increases the perceived friendliness of a chat-robot. Mimicry—displaying matching behavior—enhances the perceived intelligence of the robot. We advice designers to incorporate both mimicry and social praise when their system needs to function as a social actor. Different ways (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  2.  26
    Two Acts of Social Intelligence: The Effects of Mimicry and Social Praise on the Evaluation of an Artificial Agent.Maurits Kaptein, Panos Markopoulos, Boris de Ruyter & Emile Aarts - 2011 - AI and Society 26 (3):261-273.
  3.  62
    The Design and Evaluation of Interactive Systems with Perceived Social Intelligence: Five Challenges. [REVIEW]William Green & Boris de Ruyter - 2010 - AI and Society 25 (2):203-210.
    This paper reflects on discussions within the Social Intelligence for Tele-healthcare (SIFT) project. The SIFT project aims to establish a model of social intelligence, to support the user-centred design of social intelligence in interactive systems. The conceptual background of social intelligence for the SIFT project is presented. Five challenges identified for the design of socially aware interactions are described, and their implications are discussed.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  4.  11
    Boris Uspenskij and the Semiotics of Communication: An Essay and an Interview.Sabrina Mazzali-Lurati & Boris Uspenskij - 2014 - Semiotica 2014 (199):109-124.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  5.  71
    The Social and Economic Roots of the Scientific Revolution: Texts by Boris Hessen and Henryk Grossmann.Boris Hessen, Henryk Grossmann, Gideon Freudenthal & Peter McLaughlin (eds.) - 2009 - Springer.
    The volume collects classics of Marxist historiography of science, including a new translation of Boris Hessen's “The Social and Economic Roots of Newton's ...
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   5 citations  
  6.  69
    Ideals, Education, and Happy Flourishing.Doret de Ruyter - 2007 - Educational Theory 57 (1):23-35.
    In this essay, Doret J. de Ruyter defends the claim that parents as well as professional educators need to impart ideals to children in order to realize their wish that children become happy and flourishing adults. The argument consists of two parts. First, de Ruyter shows how ideals are important to construing the meaning of objective goods. Second, she contends that educating children with ideals is important to motivating them to strive for something higher or better. De (...)’s analysis rests on two key concepts: “ideals,” which refer to things one believes to be superb, excellent, or perfect, but that are as yet unrealized, and “happy flourishing,” which describes the fulfillment of objectively identifiable generic goods and the person’s satisfactory meaningful interpretation of these goods. (shrink)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  7. Modality and Explanatory Reasoning.Boris Kment - 2014 - Oxford University Press.
    Boris Kment takes a new approach to the study of modality that emphasises the origin of modal notions in everyday thought. He argues that the concepts of necessity and possibility originate in counterfactual reasoning, which allows us to investigate explanatory connections. Contrary to accepted views, explanation is more fundamental than modality.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   50 citations  
  8.  60
    Pottering in the Garden? On Human Flourishing and Education.Doret J. De Ruyter - 2004 - British Journal of Educational Studies 52 (4):377-389.
  9.  52
    The Importance of Ideals in Education.Doret J. de Ruyter - 2003 - Journal of Philosophy of Education 37 (3):467–482.
  10. Why Education in Public Schools Should Include Religious Ideals.Doret J. de Ruyter & Michael S. Merry - 2009 - Studies in Philosophy and Education 28 (4):295-311.
    In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...)
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  11.  20
    The Promotion of Moral Ideals in Schools; What the State May or May Not Demand.Doret J. de Ruyter & Jan W. Steutel - 2013 - Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  12.  11
    Constituent Functions Boris Hennig.Boris Hennig - 2013 - In Christer Svennerlind, Jan Almäng & Rögnvaldur Ingthorsson (eds.), Johanssonian Investigations. Essays in Honour of Ingvar Johansson on His Seventieth Birthday. Ontos Verlag. pp. 5--259.
    Starting from the idea that functions are formally similar to actions in that they are described and explained in a similar way, so that both admit of an accordion effect, I turn to Anscombe’s insight that the point of practical reasoning is to render explicit the relation between the different descriptions of an action generated by the accordion effect. The upshot is, roughly, that an item has a function if what it does can be accounted for by functional reasoning. Put (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  13.  30
    The Virtue of Taking Responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25–35.
  14.  8
    On Optimal Development and Becoming an Optimiser.Doret J. Ruyter - 2012 - Journal of Philosophy of Education 46 (1):25-41.
    The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed their given possibilities to the full and optimally fulfil the domains that can be said to be objectively good for all people. This also comprises the development of children into persons who want to become (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  15.  23
    The Virtue of Taking Responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25-35.
  16. Cosmopolitanism and the Deeply Religious.Michael S. Merry & Doret J. De Ruyter - 2009 - Journal of Beliefs and Values 30 (1):49-60.
    In this paper we provide a defence of cosmopolitanism from a liberal perspective, examining its moral underpinnings, including moral obligations predicated on a belief in common humanity and the fundamental dignity of human people, cultural capacities that include an embrace of pluralism and a fallibilist disposition, and pragmatist resolve in finding humanitarian solutions to real problems that people face. We also scrutinise the ideal of cosmopolitanism by considering the ‘deeply religious’ as the sort of people about whom it may be (...)
    Direct download  
     
    Export citation  
     
    Bookmark   3 citations  
  17.  53
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paul Smeyers, Doret J. de Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  18. The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends?in?themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real?world constraints (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  19.  66
    Modality and Explanatory Reasoning By Boris Kment.Boris Kment - forthcoming - Analysis:anw067.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  20.  30
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. de Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  21.  49
    Schools, Identity and the Conception of the Good. The Denominational Tradition as an Example.Doret De Ruyter & Siebren Miedema - 1996 - Studies in Philosophy and Education 15 (1-2):27-33.
  22.  42
    Pseudo-Exponentiation on Algebraically Closed Fields of Characteristic Zero.Boris Zilber - 2005 - Annals of Pure and Applied Logic 132 (1):67-95.
    We construct and study structures imitating the field of complex numbers with exponentiation. We give a natural, albeit non first-order, axiomatisation for the corresponding class of structures and prove that the class has a unique model in every uncountable cardinality. This gives grounds to conjecture that the unique model of cardinality continuum is isomorphic to the field of complex numbers with exponentiation.
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   26 citations  
  23.  44
    Formal Criteria for the Concept of Human Flourishing: The First Step in Defending Flourishing as an Ideal Aim of Education.Lynne S. Wolbert, Doret J. de Ruyter & Anders Schinkel - 2015 - Ethics and Education 10 (1):118-129.
    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  24. Counterfactuals and the Analysis of Necessity.Boris Kment - 2006 - Philosophical Perspectives 20 (1):237–302.
  25.  95
    Essence and Modal Knowledge.Boris Kment - forthcoming - Synthese:1-23.
    During the last quarter of a century, a number of philosophers have become attracted to the idea that necessity can be analyzed in terms of a hyperintensional notion of essence. One challenge for proponents of this view is to give a plausible explanation of our modal knowledge. The goal of this paper is to develop a strategy for meeting this challenge. My approach rests on an account of modality that I developed in previous work, and which analyzes modal properties in (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  26. Counterfactuals and Explanation.Boris Kment - 2006 - Mind 115 (458):261-310.
    On the received view, counterfactuals are analysed using the concept of closeness between possible worlds: the counterfactual 'If it had been the case that p, then it would have been the case that q' is true at a world w just in case q is true at all the possible p-worlds closest to w. The degree of closeness between two worlds is usually thought to be determined by weighting different respects of similarity between them. The question I consider in the (...)
    Direct download (11 more)  
     
    Export citation  
     
    Bookmark   33 citations  
  27.  1
    Skepticism as a Means of “Indirect Exposition”: Boris Pasternak and Gustav Shpet.Tatiana G. Shchedrina & Boris I. Pruzhinin - 2021 - Russian Studies in Philosophy 58 (4):292-299.
    When we discuss skepticism, we generally mean a certain philosophical movement with a fundamental basis in doubt. At the same time, the history of philosophy gives us another highly productive, met...
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  28. Invullingen van burgerschap kunnen we zoeken in de politieke theorie of de dagelijkse praktijk van het beleid. Is er daarnaast niet een niche denkbaar waarin nieuwe invu~ lingen van burgerschap voorzichtig uitgroeien? Of een domein waar een burgerschap wordt voorgesteld als radicaal alternatief? Aan Boris van der Ham, acteur en polit~ cus, de vraag of kunstenaars zo'n voorhoede vormen.Boris van der Ham - forthcoming - Idee.
    No categories
    Translate
     
     
    Export citation  
     
    Bookmark  
  29.  12
    What Kind of Theory Should Theory on Education for Human Flourishing Be?Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel - 2019 - British Journal of Educational Studies 67 (1):25-39.
  30.  94
    A Theory of Epistemic Risk.Boris Babic - 2019 - Philosophy of Science 86 (3):522-550.
    I propose a general alethic theory of epistemic risk according to which the riskiness of an agent’s credence function encodes her relative sensitivity to different types of graded error. After motivating and mathematically developing this approach, I show that the epistemic risk function is a scaled reflection of expected inaccuracy. This duality between risk and information enables us to explore the relationship between attitudes to epistemic risk, the choice of scoring rules in epistemic utility theory, and the selection of priors (...)
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  31. Education and Life's Meaning.Anders Schinkel, Doret J. Ruyter & Aharon Aviram - 2016 - Journal of Philosophy of Education 50 (2):n/a-n/a.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  32.  18
    Predicting the Rise of EU Right-Wing Populism in Response to Unbalanced Immigration.Boris Podobnik, Marko Jusup, Dejan Kovac & H. E. Stanley - 2017 - Complexity 2017:1-12.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  33. The Reality of Absences.Boris Kukso - 2006 - Australasian Journal of Philosophy 84 (1):21 – 37.
    In this paper, I make a contribution to a naturalistically-minded theory of truthmakers by proposing a solution to the nasty problem of truthmakers for negative truths. After formulating the difficulty, I consider and reject a number of solutions to the problem, including Armstrong's states of affairs of totality, incompatibility accounts, and JC Beall 's polarity view. I then defend the position that absences of truthmakers are real and are responsible for making negative truths true. According to the positive account of (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   26 citations  
  34. The Social and Economic Roots of Newton's Principia.Boris Hessen - 2009 - In Boris Hessen, Henryk Grossmann, Gideon Freudenthal & Peter McLaughlin (eds.), The Social and Economic Roots of the Scientific Revolution: Texts by Boris Hessen and Henryk Grossmann. Springer.
     
    Export citation  
     
    Bookmark   17 citations  
  35.  10
    Differential Changes in Self-Reported Aspects of Interoceptive Awareness Through 3 Months of Contemplative Training.Boris Bornemann, Beate M. Herbert, Wolf E. Mehling & Tania Singer - 2014 - Frontiers in Psychology 5.
  36.  20
    Nothing Less Than Excellence: Ideals of Professional Identity.J. Jos Kole & Doret J. de Ruyter - 2009 - Ethics and Social Welfare 3 (2):131-144.
    Part of being a good professional is, so we contend, to have ideals. Ideals essentially complement the deontic considerations that are usually taken as the main components of professional moral deliberation. Yet the notion of professional ideals is problematic. As professional ideals they refer to a profession collectively, while as professional ideals they are first of all strong personal commitments of individual professionals. As collective aspirations, professional ideals have a kind of external normative thrust on individual professionals, but people cannot (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  37.  28
    On the Relations Between Parents' Ideals and Children's Autonomy.Doret J. de Ruyter & Anders Schinkel - 2013 - Educational Theory 63 (4):369-388.
    In this article Doret J. de Ruyter and Anders Schinkel argue that parents' ideals can enhance children's autonomy, but that they may also have a detrimental effect on the development of children's autonomy. After describing the concept of ideals and elucidating a systems theoretical conception of autonomy, de Ruyter and Schinkel explore the ways in which the ideals of parents may play a role in the development of their children's autonomy. They show that abstract and complex ideals of (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark  
  38.  14
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  39.  15
    Boris Groys and the Total Art of Stalinism.Yanli He - 2019 - Thesis Eleven 152 (1):38-51.
    This paper’s core concern is Boris Groys’ theory of the total art of Stalinism, which is devoted to rewriting Soviet art history and reinterpreting Socialist Realism from the perspective of the equal rights between political and artistic Art Power. The aim of this article is to decode Groys and the total art of Stalinism, based on answering the following three questions: 1) why did Groys want to rewrite Soviet art history? 2) How did Groys re-narrate Soviet art history? 3) (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  40.  14
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   4 citations  
  41. Can Quantum-Mechanical Description of Physical Reality Be Considered Complete?Albert Einstein, Boris Podolsky & Nathan Rosen - 1935 - Physical Review (47):777-780.
  42.  22
    What Should Be the Moral Aims of Compulsory Sex Education?Jan Steutel & Doret J. de Ruyter - 2011 - British Journal of Educational Studies 59 (1):75-86.
    With reference to the unsuccessful attempt of the Labour Government to make sex education a statutory part of the National Curriculum, this paper argues in favour of making liberal sex education compulsory at all state schools. First, the main characteristics of a liberal sex education are briefly explained. Promoting the virtue of respect for every adults right of sexual self-determination is presented as one of its central aims. Then the paper shows that state enforcement of liberal sex education is justifiable (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  43. The Four Causes.Boris Hennig - 2009 - Journal of Philosophy 106 (3):137-160.
    I will argue that Aristotle’s fourfold division of four causes naturally arises from a combination of two distinctions (a) between things and changes, and (b) between that which potentially is something and what it potentially is. Within this scheme, what is usually called the “efficient cause” is something that potentially is a certain natural change, and the “final cause” is, at least in a basic sense, what the efficient cause potentially is. I will further argue that the essences of things (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  44.  89
    Criminal Parental Responsibility: Blaming Parents on the Basis of Their Duty to Control Versus Their Duty to Morally Educate Their Children.Leonie Le Sage & Doret De Ruyter - 2008 - Educational Philosophy and Theory 40 (6):789-802.
    Several states in the United States of America and countries in Europe punish parents when their minor child commits a crime. When parents are being punished for the crimes committed by their children, it should be presumed that parents might be held responsible for the deeds of their children. This article addresses the question whether or not this presumption can be sustained. We argue that parents can be blamed for the crimes of their children, not because they have the duty (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  45. Causation: Determination and Difference-Making.Boris Kment - 2010 - Noûs 44 (1):80-111.
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  46.  24
    Model Theory of Special Subvarieties and Schanuel-Type Conjectures.Boris Zilber - 2016 - Annals of Pure and Applied Logic 167 (10):1000-1028.
  47.  9
    Methodological Problems on the Way to Integrative Human Neuroscience.Boris Kotchoubey, Felix Tretter, Hans A. Braun, Thomas Buchheim, Andreas Draguhn, Thomas Fuchs, Felix Hasler, Heiner Hastedt, Thilo Hinterberger, Georg Northoff, Ingo Rentschler, Stephan Schleim, Stephan Sellmaier, Ludger Tebartz van Elst & Wolfgang Tschacher - unknown
    Neuroscience is a multidisciplinary effort to understand the structures and functions of the brain and brain-mind relations. This effort results in an increasing amount of data, generated by sophisticated technologies. However, these data enhance our descriptive knowledge, rather than improve our understanding of brain functions. This is caused by methodological gaps both within and between subdisciplines constituting neuroscience, and the atomistic approach that limits the study of macro- and mesoscopic issues. Whole-brain measurement technologies do not resolve these issues, but rather (...)
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  48.  4
    How Nationalistic Appeals Affect Foreign Luxury Brand Reputation: A Study of Ambivalent Effects.Boris Bartikowski, Fernando Fastoso & Heribert Gierl - 2021 - Journal of Business Ethics 169 (2):261-277.
    Drawing from cognitive learning theories we hypothesize that exposure to nationalistic appeals that suggest consumers should shun foreign brands for moral reasons increases the general belief in consumers that buying foreign brands is morally wrong. In parallel, drawing from the theory of psychological reactance we posit that such appeals may, against their communication goal, increase the reputation of foreign luxury brands. We term the juxtaposition of these apparently contradictory effects the “Ambivalence Hypothesis.” Further, drawing from prior research on source-similarity effects (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  49.  57
    Free Will and Ultimate Explanation.Boris Kment - 2017 - Philosophical Issues 27 (1):114-130.
    No categories
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  50.  7
    Werkzame Idealen: Ethische Reflecties Op Professionaliteit.Jos Kole & Doret de Ruyter (eds.) - 2007 - Van Gorcum.
    Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark   1 citation  
1 — 50 / 936