Results for 'Carmichael Peters'

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  1.  34
    A Rahnerian Reading of Black Rage.Carmichael Peters - 2003 - Philosophy and Theology 15 (1):191-215.
    This paper brings Karl Rahner’s understanding of human ex-sistence (L. ex ‘out, forth’ and sistere ‘to stand’)—that is, human ‘standing forth’—to bear upon the phenomenon of black rage in the United States. The reason for this application is the emancipatory potential of Rahner’s transcendental realism, which basically understands human life as a dynamism at once rooted ‘in the world’ and yet called, in obediential potency, to the qualitative ‘more’. Rahner’s anthropological understanding allows for an investigation of the existential struc ture (...)
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  2.  23
    On Teaching Karl Rahner to Undergraduates.Carmichael Peters - 1998 - Philosophy and Theology 11 (1):207-217.
    In teaching courses on Karl Rahner to undergraduates, I have come to appreciate the importance of finding a starting point with which students readily connect. After much thought, I begin these courses with an extended consideration of the human person. This starting point has the advantage not only of being Rahner’s but also of being one which seems attractive to students. I have found little evidence that students have to be convinced about the importance of self-concern. I am careful to (...)
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  3.  15
    Anger and Human Transcendance: A Response to “A Rahnerian Reading of Black Rage”.Bryan N. Massingale - 2003 - Philosophy and Theology 15 (1):217-228.
    In the aftermath of the racial disturbances that rocked the United States during the summer of 1967, the official government commission formed to investigate its causes noted: “…certain fundamental matters are clear. Of these, the most fundamental is the racial attitude and behavior of white Americans toward black Americans. Race prejudice has shaped our history decisively; it now threatens to affect our future”. Given the indisputable influence of racism and the ideology of white supremacy upon our national character, Carmichael (...)
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  4.  51
    Carmichael's Reply to Klyce.R. D. Carmichael - 1925 - The Monist 35 (3):496-497.
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  5. Gershom Carmichael's Supplements and Appendix to Samuel Pufendorf's De Officio Hominis Et Civis Juxta Legem Naturalem Libri Duo, as Well as the Introduction to the 1769 Edition and the 1727 Acta Eruditorum Review of Carmichael's Notes. [REVIEW]Gershom Carmichael - 1985 - J.N. Lenhart.
  6. Toward a Commonsense Answer to the Special Composition Question.Chad Carmichael - 2015 - Australasian Journal of Philosophy 93 (3):475-490.
    The special composition question is the question, ‘When do some things compose something?’ The answers to this question in the literature have largely been at odds with common sense, either by allowing that any two things compose something, or by denying the existence of most ordinary composite objects. I propose a new ‘series-style’ answer to the special composition question that accords much more closely with common sense, and I defend this answer from van Inwagen's objections. Specifically, I will argue that (...)
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  7. Deep Platonism.Chad Carmichael - 2016 - Philosophy and Phenomenological Research 92 (2):307-328.
    According to the traditional bundle theory, particulars are bundles of compresent universals. I think we should reject the bundle theory for a variety of reasons. But I will argue for the thesis at the core of the bundle theory: that all the facts about particulars are grounded in facts about universals. I begin by showing how to meet the main objection to this thesis (which is also the main objection to the bundle theory): that it is inconsistent with the possibility (...)
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  8. Natural Rights on the Threshold of the Scottish Enlightenment the Writings of Gershom Carmichael.Gershom Carmichael, James Moore & Michael Silverthorne - 2002 - Liberty Fund.
  9. Education and the Development of Reason. Edited by R.F. Dearden, P.H. Hirst and R.S. Peters. --.R. F. Dearden, R. S. Peters & Paul Heywood Hirst - 1972 - Routledge and Kegan Paul.
     
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  10. Universals.Chad Carmichael - 2010 - Philosophical Studies 150 (3):373-389.
    In this paper, I argue that there are universals. I begin (Sect. 1) by proposing a sufficient condition for a thing’s being a universal. I then argue (Sect. 2) that some truths exist necessarily. Finally, I argue (Sects. 3 and 4) that these truths are structured entities having constituents that meet the proposed sufficient condition for being universals.
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  11. Vague Composition Without Vague Existence.Chad Carmichael - 2011 - Noûs 45 (2):315-327.
    David Lewis (1986) criticizes moderate views of composition on the grounds that a restriction on composition must be vague, and vague composition leads, via a precisificational theory of vagueness, to an absurd vagueness of existence. I show how to resist this argument. Unlike the usual resistance, however, I do not jettison precisificational views of vagueness. Instead, I blur the connection between composition and existence that Lewis assumes. On the resulting view, in troublesome cases of vague composition, there is an object, (...)
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  12.  43
    James D. Marshall: Philosopher of Education Interview with Michael A. Peters.Michael A. Peters - 2005 - Educational Philosophy and Theory 37 (3):291–297.
  13. Education, Values, and Mind: Essays for R.S. Peters.R. S. Peters & David E. Cooper (eds.) - 1986 - Routledge and Kegan Paul.
    David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...
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  14.  32
    Biological Memory.Leonard Carmichael - 1926 - Journal of Philosophy 23 (26):718-720.
    First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
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  15. Ethics and Education.R. S. Peters - 1966 - London: Allen & Unwin.
    First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal (...)
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  16. How to Solve the Puzzle of Dion and Theon Without Losing Your Head.Chad Carmichael - 2020 - Mind 129 (513):205-224.
    The ancient puzzle of Dion and Theon has given rise to a surprising array of apparently implausible views. For example, in order to solve the puzzle, several philosophers have been led to deny the existence of their own feet, others have denied that objects can gain and lose parts, and large numbers of philosophers have embraced the thesis that distinct objects can occupy the same space, having all their material parts in common. In this paper, I argue for an alternative (...)
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  17.  98
    Quantifiers in Language and Logic.Stanley Peters & Dag Westerståhl - 2006 - Clarendon Press.
    Quantification is a topic which brings together linguistics, logic, and philosophy. Quantifiers are the essential tools with which, in language or logic, we refer to quantity of things or amount of stuff. In English they include such expressions as no, some, all, both, many. Peters and Westerstahl present the definitive interdisciplinary exploration of how they work - their syntax, semantics, and inferential role.
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  18.  97
    An Experimental Study of the Effect of Language on the Reproduction of Visually Perceived Form.L. Carmichael, H. P. Hogan & A. A. Walter - 1932 - Journal of Experimental Psychology 15 (1):73.
  19. What Do the Folk Think About Composition and Does It Matter?Daniel Z. Korman & Chad Carmichael - 2017 - In David Rose (ed.), Experimental Metaphysics. London: Bloomsbury Academic. pp. 187-206.
    Rose and Schaffer (forthcoming) argue that teleological thinking has a substantial influence on folk intuitions about composition. They take this to show (i) that we should not rely on folk intuitions about composition and (ii) that we therefore should not reject theories of composition on the basis of intuitions about composition. We cast doubt on the teleological interpretation of folk judgments about composition; we show how their debunking argument can be resisted, even on the assumption that folk intuitions have a (...)
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  20.  59
    Professor Richard Stanley Peters.Michael A. Peters - 2012 - Educational Philosophy and Theory 44 (3):233-233.
  21.  30
    Validating a Standardised Test Battery for Synesthesia: Does the Synesthesia Battery Reliably Detect Synesthesia?D. A. Carmichael, M. P. Down, R. C. Shillcock, D. M. Eagleman & J. Simner - 2015 - Consciousness and Cognition 33:375-385.
  22.  52
    Bio-Informational Capitalism.Michael A. Peters - 2012 - Thesis Eleven 110 (1):98-111.
    This essay builds on the literatures on ‘biocapitalism’ and ‘informationalism’ (or ‘informational capitalism’) to develop the concept of ‘bio-informational capitalism’ in order to articulate an emergent form of capitalism that is self-renewing in the sense that it can change and renew the material basis for life and capital as well as program itself. Bio-informational capitalism applies and develops aspects of the new biology to informatics to create new organic forms of computing and self-reproducing memory that in turn has become the (...)
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  23. Implicit Bias, Ideological Bias, and Epistemic Risks in Philosophy.Uwe Peters - 2019 - Mind and Language 34 (3):393-419.
    It has been argued that implicit biases are operative in philosophy and lead to significant epistemic costs in the field. Philosophers working on this issue have focussed mainly on implicit gender and race biases. They have overlooked ideological bias, which targets political orientations. Psychologists have found ideological bias in their field and have argued that it has negative epistemic effects on scientific research. I relate this debate to the field of philosophy and argue that if, as some studies suggest, the (...)
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  24. Composition.Daniel Z. Korman & Chad Carmichael - 2016 - Oxford Handbooks Online.
    When some objects are the parts of another object, they compose that object and that object is composite. This article is intended as an introduction to the central questions about composition and a highly selective overview of various answers to those questions. In §1, we review some formal features of parthood that are important for understanding the nature of composition. In §2, we consider some answers to the question: which pluralities of objects together compose something? As we will see, the (...)
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  25. Faith and Creativity Essays in Honor of Eugene H. Peters.Eugene H. Peters, George Nordgulen & George W. Shields - 1987
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  26. Peer-Review Practices of Psychological Journals: The Fate of Published Articles, Submitted Again.Douglas P. Peters & Stephen J. Ceci - 1982 - Behavioral and Brain Sciences 5 (2):187-195.
    A growing interest in and concern about the adequacy and fairness of modern peer-review practices in publication and funding are apparent across a wide range of scientific disciplines. Although questions about reliability, accountability, reviewer bias, and competence have been raised, there has been very little direct research on these variables.
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  27. Psychology and Ethical Development (Routledge Revivals): A Collection of Articles on Psychological Theories, Ethical Development and Human Understanding.R. S. Peters - 1974 - Allen & Unwin.
    First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order (...)
     
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  28. Quantification and Conversation.Chad Carmichael - 2012 - In Joseph Keim Campbell, Michael O'Rourke & Harry S. Silverstein (eds.), Reference and Referring: Topics in Contemporary Philosophy. MIT Press. pp. 305-323.
    Relative to an ordinary context, an utterance of the sentence ‘Everything is in the car’ communicates a proposition about a restricted domain. But how does this work? One possibility is that quantifier expressions like 'everything' are context sensitive and range over different domains in different contexts. Another possibility is that quantifier expressions are not context sensitive, but have a fixed, absolutely general meaning, and ordinary utterances communicate a restricted content via Gricean mechanisms. I argue that, contrary to received opinion, the (...)
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  29.  11
    Truth and Self-Knowledge.Michael A. Peters - 2021 - Educational Philosophy and Theory 53 (2):105-111.
    ἴδμεν ψεύδεα πολλὰ λέγειν ετύμοισιν ὁμοι̂α, ἴδμεν δ', ευ̂τ' εθέλωμεν, αληθέα γηρύσασθαι.‘we [the Muses] know how to say many lies as if they were true, and when we want, we know how to speak the tr...
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  30.  32
    Education, Creativity and the Economy of Passions: New Forms of Educational Capitalism.Michael A. Peters - 2009 - Thesis Eleven 96 (1):40-63.
    This article reviews claims for creativity in the economy and in education distinguishing two accounts: 'personal anarcho-aesthetics' and 'the design principle'. The first emerges in the psychological literature from sources in the Romantic Movement emphasizing the creative genius and the way in which creativity emerges from deep subconscious processes, involves the imagination, is anchored in the passions, cannot be directed and is beyond the rational control of the individual. This account has a close fit to business as a form of (...)
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  31.  18
    Noosphere rising: Internet-based collective intelligence, creative labour, and social production.Michael A. Peters & James Reveley - 2015 - Thesis Eleven 130 (1):3-21.
    Our article relocates the debate about creative labour to the terrain of peer-to-peer interneting as the paradigmatic form of nonmarket – social – production. From Yann Moulier Boutang we take the point that creative labour is immaterial; it is expressed through people connected by the internet. Drawing on two social systems thinkers, Francis Heylighen and Wolfgang Hofkirchner, we transpose this connectedness up to a conception of creative labour as a supra-individual collective intelligence. This intelligence, we argue, is one of the (...)
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  32.  23
    The Bertrand Russell Case.Peter A. Carmichael - 1941 - Journal of Philosophy 38 (21):573-581.
  33. Why General Education? Peters, Hirst and History.John White - 2009 - Philosophy of Education 43 (Supplement s1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical (...)
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  34.  45
    The Sense of Ugliness.Peter A. Carmichael - 1972 - Journal of Aesthetics and Art Criticism 30 (4):495-498.
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  35. The Philosophy of Education.R. S. Peters - 1973 - [London]Oxford University Press.
  36. The Concept of Motivation.R. S. PETERS - 1958 - Philosophy 34 (128):72-73.
     
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  37. Speaking Into the Air: A History of the Idea of Communication.John Durham Peters - 1999 - University of Chicago Press.
    Communication plays a vital and unique role in society-often blamed for problems when it breaks down and at the same time heralded as a panacea for human relations. A sweeping history of communication, _Speaking Into the Air_ illuminates our expectations of communication as both historically specific and a fundamental knot in Western thought. "This is a most interesting and thought-provoking book.... Peters maintains that communication is ultimately unthinkable apart from the task of establishing a kingdom in which people can (...)
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  38. What Elements of Successful Scientific Theories Are the Correct Targets for “Selective” Scientific Realism?Dean Peters - 2014 - Philosophy of Science 81 (3):377-397.
    Selective scientific realists disagree on which theoretical posits should be regarded as essential to the empirical success of a scientific theory. A satisfactory account of essentialness will show that the (approximate) truth of the selected posits adequately explains the success of the theory. Therefore, (a) the essential elements must be discernible prospectively; (b) there cannot be a priori criteria regarding which type of posit is essential; and (c) the overall success of a theory, or ‘cluster’ of propositions, not only individual (...)
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  39. Playing God? Genetic Determinism and Human Freedom.Ted Peters - 1997 - Routledge.
    Since the original publication of _Playing God?_ in 1996, three developments in genetic technology have moved to the center of the public conversation about the ethics of human bioengineering. Cloning, the completion of the human genome project, and, most recently, the controversy over stem cell research have all sparked lively debates among religious thinkers and the makers of public policy. In this updated edition, Ted Peters illuminates the key issues in these debates and continues to make deft connections between (...)
     
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  40. Educational Philosophy and Politics: The Selected Works of Michael A. Peters.Michael Peters - 2012 - Routlede.
    Introduction: education, philosophy and politics -- Writing the self: Wittgenstein, confession and pedagogy -- Nietzsche, nihilism and the critique of modernity: post-Nietzschean philosophy of education -- Heidegger, education and modernity -- Truth-telling as an educational practice of the self: Foucault and the ethics of subjectivity -- Neoliberal governmentality: Foucault on the birth of biopolitics -- Lyotard, nihilism and education -- Gilles Deleuze's 'societies of control': from disciplinary pedagogy to perpetual training -- Geophilosophy, education and the pedagogy of the concept - (...)
     
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  41. John Dewey Reconsidered Edited by R.S. Peters. --.R. S. Peters - 1977 - Routledge and Kegan Paul.
     
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  42. Recht Als Kritische Discussie Een Selectie Uit Het Werk van A.A.G. Peters.A. A. G. Peters - 1993
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  43.  22
    Reason and Passion1: R. S. Peters.R. S. Peters - 1970 - Royal Institute of Philosophy Supplement 4:132-153.
    I Once gave a series of talks to a group of psychoanalysts who had trained together and was rather struck by the statement made by one of them that, psychologically speaking, ‘reason’ means saying ‘No’ to oneself. Plato, of course, introduced the concept of ‘reason’ in a similar way in The Republic with the case of the thirsty man who is checked in the satisfaction of his thirst by reflection on the outcome of drinking. But Plato was also so impressed (...)
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  44.  88
    Towards a Philosophy of Academic Publishing.Michael A. Peters, Petar Jandrić, Ruth Irwin, Kirsten Locke, Nesta Devine, Richard Heraud, Andrew Gibbons, Tina Besley, Jayne White, Daniella Forster, Liz Jackson, Elizabeth Grierson, Carl Mika, Georgina Stewart, Marek Tesar, Susanne Brighouse, Sonja Arndt, George Lazaroiu, Ramona Mihaila, Catherine Legg & Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1401-1425.
    This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...)
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  45.  44
    Education in a Post-Truth World.Michael A. Peters - 2017 - Educational Philosophy and Theory 49 (6).
  46. Education and the Education of Teachers.R. S. Peters - 1977 - Routledge and Kegan Paul.
    educated man1 Some further reflections 1 The comparison with 'reform' In reflecting, in the past, on the sort of term that 'education' is I have usually ...
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  47.  12
    The Logic of Discovery.R. D. Carmichael - 1930 - Arno Press.
  48.  17
    Peer Production and Collective Intelligence as the Basis for the Public Digital University.Michael A. Peters & Petar Jandrić - 2018 - Educational Philosophy and Theory 50 (13):1271-1284.
    This paper reviews two main historical approaches to creativity: the Romanticist approach, based on the culture of the irrational, and the Enlightenment approach, based on the culture of the objective. It defends a paradigm of creativity as a sum of rich semiotic systems that form the basis of distributed knowledge and learning, reviews historical ideas of the university, and identifies two conflicting mainstream models in regards to understanding of the university as a public good: the ‘Public’ University circa 1960–1980, and (...)
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  49. Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
     
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  50. Aims of Education: A Conceptual Inquiry.Richard S. Peters, John Woods & William H. Dray - forthcoming - The Philosophy of Education.
     
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