Results for 'Bryan R. Gibson'

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  1.  67
    Human Semi-Supervised Learning.Bryan R. Gibson, Timothy T. Rogers & Xiaojin Zhu - 2013 - Topics in Cognitive Science 5 (1):132-172.
    Most empirical work in human categorization has studied learning in either fully supervised or fully unsupervised scenarios. Most real-world learning scenarios, however, are semi-supervised: Learners receive a great deal of unlabeled information from the world, coupled with occasional experiences in which items are directly labeled by a knowledgeable source. A large body of work in machine learning has investigated how learning can exploit both labeled and unlabeled data provided to a learner. Using equivalences between models found in human categorization and (...)
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  2. Semi-Supervised Learning is Observed in a Speeded but Not an Unspeeded 2D Categorization Task.Timothy T. Rogers, Charles Kalish, Bryan R. Gibson, Joseph Harrison & Xiaojin Zhu - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
  3.  2
    Secularization, Rationalism, and Sectarianism: Essays in Honour of Bryan R. Wilson.Bryan R. Wilson - 1993 - Oxford University Press, Usa.
    How secular is contemporary society? Are pockets of sectarianism embedded in societies of developed countries? This timely book examines the interweaving of politics and religion, and of tradition and innovation in a variety of cultural settings. Eminent scholars from four continents examine here current turmoil in religious beliefs, practices, and organization--not only in the Western world, but in South America, Africa, South Asia, New Zealand, and Japan. They scrutinize evidence of religious change, decline, and revival; investigate challenges posed by new (...)
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  4. Slowness, Inclusion, and the Secular Sabbath.Bryan R. Warnick - 2019 - Philosophy of Education 75:639-644.
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  5.  49
    Ritual, Imitation and Education in R. S. Peters.Bryan R. Warnick - 2009 - Journal of Philosophy of Education 43 (Supplement s1):57-74.
    This article reconstructs R. S. Peters' underlying theory of ritual in education, highlighting his proposed link between ritual and the imitation of teachers. Rituals set the stage for the imitation of teachers and they invite students to experience practices whose value is not easily discernable from the outside. For Peters, rituals facilitate the transmission of values across time, create unity in schools, and affirm authority relations. There is a tension, however, between this view of ritual and imitation, on the one (...)
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  6.  20
    Taming the Conflict Over Educational Equality.Bryan R. Warnick - 2015 - Journal of Applied Philosophy 32 (1):50-66.
    This article proposes an approach to educational distribution that attempts to minimise enduring tensions among conflicting values. At the foundation of this approach is a threshold of educational adequacy based on what is needed for citizens to participate in a democratic society. This threshold is justified because it minimises conflict with parental rights and because it better manages ‘the bottomless pit’ problem of educational distribution. This threshold is then modified to stipulate that, after the threshold has been reached, public resources (...)
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  7. Marriage and the Norm of Monogamy.Bryan R. Weaver & Fiona Woollard - 2008 - The Monist 91 (3-4):506-522.
    It appears that spouses have less reason to hold each other to a norm of monogamy than to reject the norm. The norm of monogamy involves a restriction of spouses' aeeess to two things of value: sex and erotic love. This restriction initially appears unwarranted but can be justified. There is reason for spouses to aeeept the norm of monogamy if their marriage satisfies three conditions. Otherwise, there is reason to permit non-monogamy. Some spouses have reason to accept the norm (...)
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  8.  5
    Independent Component Analysis and Source Localization on Mobile EEG Data Can Identify Increased Levels of Acute Stress.Bryan R. Schlink, Steven M. Peterson, W. D. Hairston, Peter König, Scott E. Kerick & Daniel P. Ferris - 2017 - Frontiers in Human Neuroscience 11.
  9.  12
    The Controversy Over Controversies: A Plea for Flexibility and for “Soft‐Directive” Teaching.Bryan R. Warnick & D. Spencer Smith - 2014 - Educational Theory 64 (3):227-244.
    A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a (...)
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  10.  13
    Ethics and Education Forty Years Later.Bryan R. Warnick - 2007 - Educational Theory 57 (1):53-73.
    R.S. Peters’s 1966 book Ethics and Education is one of the most significant works in twentieth‐century philosophy of education. At least in the United States, however, it is now rarely read or discussed. In this essay, Bryan Warnick looks at the virtues and vices of Ethics and Education, examining some major criticisms of the book in light of key developments in philosophy and educational theory that have occurred since it was first published. He finds that some of the criticisms (...)
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  11.  21
    Rethinking Education for Autonomy in Pluralistic Societies.Bryan R. Warnick - 2012 - Educational Theory 62 (4):411-426.
    If we are to posit, as do many liberal theorists, that autonomy is an educational goal that the state should endorse across cultural difference, key questions remain: What type of autonomy should we strive for, exactly, and how should this goal be achieved? Many liberal philosophers of education have argued that autonomy should enable cultural choice and that the development of autonomy requires students to be exposed to different beliefs and traditions. Shelley Burtt has challenged this dominant position, however, insisting (...)
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  12.  56
    Aspects of Secularization in the West.Bryan R. Wilson - 1976 - Japanese Journal of Religious Studies 3 (4):259-276.
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  13.  18
    Weaver, Bryan R., and Scharp, Kevin. Semantics for Reasons. Oxford: Oxford University Press, 2019. Pp. 176. $55.00 (Cloth). [REVIEW]Daniel Fogal & Peter van Elswyk - 2021 - Ethics 131 (2):420-427.
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  14.  46
    Gun Violence and the Meaning of American Schools.Bryan R. Warnick, Sang Hyun Kim & Shannon Robinson - 2015 - Educational Theory 65 (4):371-386.
    In the United States, targeted school shootings have become a distinct genre of violence. In this essay, Bryan Warnick, Sang Hyun Kim, and Shannon Robinson examine the social meanings that exist in American society that might contribute to this phenomenon, focusing on the question: “Why are schools conceptualized as appropriate places to enact this form of gun violence?” The authors analyze the social meaning of American schooling by using empirical data, everyday observations, films, and poetry, and then connect these (...)
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  15. The Will to Murder. [REVIEW]Bryan R. Farrow - 2005 - Janus Head 8 (1):343-346.
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  16.  31
    MacIntyre on the Practice of Philosophy and the University.Bryan R. Cross - 2014 - American Catholic Philosophical Quarterly 88 (4):751-766.
    Especially since his “Reconceiving the University as an Institution and the Lecture as a Genre,” Alasdair MacIntyre has repeatedly returned to the subject of reconceiving university education, proposing a vision of what a university is and what a university education should be that differs widely from contemporary institutions and practices, and offering strong criticisms of the contemporary research university. He has argued provocatively that in its present form, the contemporary research university is not a university at all because it does (...)
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  17. Human Values in a Changing World: A Dialogue.Bryan R. Wilson - 1984 - I.B. Tauris.
    In a spontaneously wide-ranging conversation one winter evening in Japan, sociologist of religion Bryan Wilson and Buddhist philosopher Daisaku Ikeda recognized the importance of explaining and learning about their respective worldviews. Human Values in a Changing World is the record of their further exchanges on how they see the religious response to the human condition. Their contrasting approaches - one, as an academic, and the other, as a lay Buddhist - allow for a constructive critique of preconceptions otherwise unexamined (...)
     
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  18.  24
    Why a Right to an Explanation of Algorithmic Decision-Making Should Exist: A Trust-Based Approach.Tae Wan Kim & Bryan R. Routledge - 2022 - Business Ethics Quarterly 32 (1):75-102.
    Businesses increasingly rely on algorithms that are data-trained sets of decision rules and implement decisions with little or no human intermediation. In this article, we provide a philosophical foundation for the claim that algorithmic decision-making gives rise to a “right to explanation.” It is often said that, in the digital era, informed consent is dead. This negative view originates from a rigid understanding that presumes informed consent is a static and complete transaction. Such a view is insufficient, especially when data (...)
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  19.  15
    Proposing Metrics for Benchmarking Novel EEG Technologies Towards Real-World Measurements.Anderson S. Oliveira, Bryan R. Schlink, W. David Hairston, Peter König & Daniel P. Ferris - 2016 - Frontiers in Human Neuroscience 10.
  20.  5
    The Identification of the Mytilidsmusculus Virgiliaebarnard,Arcuatula Capensis Andbrachidontes Variabiliskrauss, with Corrections to the Literature and a Note on Their Distribution.Bryan R. Davies - 1980 - Transactions of the Royal Society of South Africa 44 (2):225-236.
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  21.  73
    Student Rights, Clarence Thomas, and the Revolutionary Vision of Education.Bryan R. Warnick, Bradley Rowe & Sang Hyun Kim - 2009 - Educational Theory 59 (2):145-165.
    In his concurring opinion to the 2007 U.S. Supreme Court decision, Morse v. Frederick, Justice Clarence Thomas argues that the Tinker decision, which granted students constitutional rights in public schools, should be overturned on originalist grounds. In this essay, Bryan Warnick, Bradley Rowe, and Sang Hyun Kim make the case that Thomas’s originalist analysis is inconclusive. Instead of looking at court decisions relating to public education starting in the middle of the nineteenth century to establish original meaning, as Thomas (...)
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  22.  48
    Technological Metaphors and Moral Education: The Hacker Ethic and the Computational Experience.Bryan R. Warnick - 2004 - Studies in Philosophy and Education 23 (4):265-281.
    This essay is an attempt to understand how technological metaphors, particularly computer metaphors, are relevant to moral education. After discussing various types of technological metaphors, it is argued that technological metaphors enter moral thought through their functional descriptions. The computer metaphor is then explored by turning to the hacker ethic. Analysis of this ethic reveals parallels between the experience of computer programming and the moral standards of those who are enmeshed in computer technology. This parallel suggests that the hacker ethic (...)
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  23.  41
    Student Rights to Religious Expression and the Special Characteristics of Schools.Bryan R. Warnick - 2012 - Educational Theory 62 (1):59-74.
    In this essay Bryan Warnick explores how rights to religious expression should be understood for students in public schools. Warnick frames student religious rights as a debate between the conflicting values associated with the Free Exercise Clause and the values associated with the Establishment Clause of the United States Constitution. He then asks how the special characteristics of the school environment should guide us in prioritizing those values. The overall weight of the considerations, particularly concerns about civic education, leads (...)
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  24.  49
    Tragedy and the Meaning of School Shootings.Bryan R. Warnick, Benjamin A. Johnson & Samuel Rocha - 2010 - Educational Theory 60 (3):371-390.
    School shootings are traumatic events that cause a community to question itself, its values, and its educational systems. In this article Bryan Warnick, Benjamin Johnson, and Samuel Rocha explore the meanings of school shootings by examining three recent books on school violence. Topics that grow out of these books include how school shootings might be seen as ceremonial rituals, how schools come to be seen as appropriate places for shootings, and how advice to educators relating to school shootings might (...)
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  25.  16
    Reformist Distractions and Educational Labor: Two Perspectives on Paying for Grades.Bryan R. Warnick - 2016 - Educational Theory 66 (5):581-598.
    In this essay Bryan Warnick examines two recent analyses of the practice of paying students for grades, with a focus on educational justice. Philosopher Derrick Darby argues against cash-for-grades programs on the grounds that such programs leave educational inequality intact. Warnick contends that Darby's arguments are incomplete. Increasing levels of educational “adequacy” is morally desirable, Warnick argues, even if inequality remains unchanged. There is also an obligation to engage in “localized practice reforms” that benefit small groups of disadvantaged students, (...)
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  26. The Preconditions for Pandemic Pedagogy.Bryan R. Warnick - 2021 - Philosophy of Education 77 (2):137-142.
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  27.  1
    Human Values in a Changing World: A Dialogue on the Social Role of Religion.Bryan R. Wilson - 1984 - Lyle Stuart.
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  28. Session 3: New Religious Movements.Bryan R. Wilson - 1979 - Japanese Journal of Religious Studies 6:193.
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  29.  21
    Achilles and Hector: The Homeric Hero (Review).Bryan R. Warnick - 2006 - Journal of Aesthetic Education 40 (3):115-119.
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  30.  19
    Cadaver Dissection and the Limits of Simulation.Bryan R. Warnick - 2004 - Journal of Clinical Ethics 15 (4):350.
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  31.  17
    Student Communities and Individualism in American Cinema.Bryan R. Warnick, Heather S. Dawson, D. Spencer Smith & Bethany Vosburg-Bluem - 2010 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 46 (2):168-191.
    Hollywood films partially construct how Americans think about education. Recent work on the representation of schools in American cinema has highlighted the role of class difference in shaping school film genres. It has also advanced the idea that a nuanced understanding of American individualism helps to explain why the different class genres are shaped as they are. This article attempts to refine this theoretical approach by focusing on the paradox of individualism, which suggests that individualism must always be dependent on (...)
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  32.  28
    Bringing Religious Traditions Into Educational Theory: Making an Example of Joseph Smith, Jr.Bryan R. Warnick - 2004 - Educational Theory 54 (4):345-364.
    Educational theorists should engage more deeply with normative religious traditions because people often consult their traditions for guidance about education. Projects that work within such traditions, however, often seem irrelevant or irrational to those on the outside. In contrast, I argue that there are at least three intellectually respectable approaches to religious engagement in mainstream educational theory. I focus on what I call the “educational religious criticism” approach, and, as an example, I offer an analysis of Joseph Smith, Jr., the (...)
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  33.  2
    “Methodological Perspectives In The Study Of Religious Minorities,”.Bryan R. Wilson - 1988 - Bulletin of the John Rylands Library 70 (3):225.
  34.  2
    The New Religions: Some Preliminary Considerations.Bryan R. Wilson - 1979 - Japanese Journal of Religious Studies 6 (1-2):193-216.
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  35. Moral Philosophy. Bryan Magee Talked to R.M. Hare.R. M. Hare, Bryan Magee & British Broadcasting Corporation - 1977 - British Broadcasting Corporation.
     
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  36. Semantics for Reasons, by Bryan R. Weaver and Kevin Scharp. Oxford: Oxford University Press, 2019. Pp. 166. [REVIEW]Shyam Nair - forthcoming - Mind.
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  37.  1
    Values: A Symposium.Brenda Almond & Bryan R. Wilson (eds.) - 1988 - Humanities Press.
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  38.  13
    Textbook of Syrian Semitic Inscriptions. Vol. I: Hebrew and MoabiteTextbook of Syrian Semitic Inscriptions, Vol. II: Aramaic Inscriptions. [REVIEW]Delbert R. Hillers & John C. L. Gibson - 1980 - Journal of the American Oriental Society 100 (2):177.
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  39.  17
    Problems of Spiritual Experience.W. R. Gibson M. A. D. Sc - 1925 - Australasian Journal of Psychology and Philosophy 3 (2):91-98.
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  40. Philosophy and Politics Bryan Magee Talked to Ronald Dworkin.R. M. Dworkin, Bryan Magee & British Broadcasting Corporation - 1977 - British Broadcasting Corporation.
     
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  41.  24
    At the Crossroads: Mexico and U.S. Immigration Policy. Edited by Frank D. Bean, Rodolfo O. De la Garza, Bryan R. Roberts & Sidney Weintraub. Pp. 322. $62.50 Hb, ISBN 0-8476-8391-5; $23.95 Pb, ISBN 0-8476-8392-3. [REVIEW]Elizabeth Russo - 2000 - Journal of Biosocial Science 32 (1):141-144.
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  42. The Philosophy of Language Bryan Magee Talked to John R. Searle.John Rogers Searle, Bryan Magee & British Broadcasting Corporation - 1977 - British Broadcasting Corporation.
     
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  43.  51
    Imitation and Education: A Philosophical Inquiry Into Learning by Example by Bryan R. Warnick (Review).Jeremy J. Belarmino - 2013 - Journal of Aesthetic Education 47 (1):111-126.
    When I reflect on reading Bryan Warnick's Imitation and Education, I am appreciative that I was given the opportunity not only to read it but also to think about its issues as thoroughly as I have in the process of writing this essay. I share Warnick's surprise that, prior to his book, no one had attempted to explore the relationship between imitation and education in a philosophically meaningful manner. Before reading his book, I did not realize that imitation was (...)
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  44.  22
    Review of “The Oxford Handbook of Language Evolution” (Eds. Maggie Tallerman and Kathleen R. Gibson). [REVIEW]Caroline Lyon - 2014 - Interaction Studies 15 (1):129-142.
  45.  1
    Electronic Logic Circuits.J. R. Gibson - 1979 - Wcb/Mcgraw-Hill.
  46.  60
    New Books. [REVIEW]John Handyside, T. W., H. R. Mackintosh, W. R. Boyce Gibson, B. A., M. H. Wood, James Seth, St Cyres & Norman Smith - 1908 - Mind 17 (68):566-584.
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  47.  13
    R. Wilson Bryan. Magic and the Millennium. A Sociological Study of Religious Movements of Protest Among Tribal and Third-World Peoples. Xi and 547 Pages £6·50. [REVIEW]R. E. S. Tanner - 1974 - Religious Studies 10 (3):382.
  48.  8
    The Epidemiology of Moral Bioenhancement.R. B. Gibson - 2021 - Medicine, Health Care and Philosophy 24 (1):45-54.
    In their 2008 paper, Persson and Savulescu suggest that for moral bioenhancement to be effective at eliminating the danger of ‘ultimate harm’ the intervention would need to be compulsory. This is because those most in need of MBE would be least likely to undergo the intervention voluntarily. By drawing on concepts and theories from epidemiology, this paper will suggest that MBE may not need to be universal and compulsory to be effective at significantly improving the collective moral standing of a (...)
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  49.  18
    Stakeholder Identification and Salience After 20 Years: Progress, Problems, and Prospects.Logan M. Bryan, Bradley R. Agle, Ronald K. Mitchell & Donna J. Wood - 2021 - Business and Society 60 (1):196-245.
    To contribute to the continuing challenge of explaining how managers identify stakeholders and assess their salience, in this article, we chronicle the history, assess the impact, and evaluate the possibilities opened by Mitchell, Agle, and Wood. We do so through two types of qualitative analysis, and also through utilizing a quantitative network analysis tool. The first qualitative analysis categorizes the major contributions of the most influential papers succeeding MAW-1997; the second identifies and compares the relevant issues with MAW-1997 at the (...)
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  50.  35
    Difficult Healthcare Transitions.R. Abdool, M. Szego, D. Buchman, L. Justason, S. Bean, A. Heesters, H. Kaufman, B. Parke, F. Wagner & J. Gibson - 2016 - Nursing Ethics 23 (7):770-783.
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