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Christopher Martin [44]Christopher J. Martin [12]Christopher A. Martin [2]Christopher F. J. Martin [2]
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Christopher P. Martin
University of Toledo
Christopher Martin
Florida Atlantic University
  1.  84
    Gauge Principles, Gauge Arguments and the Logic of Nature.Christopher A. Martin - 2002 - Proceedings of the Philosophy of Science Association 2002 (3):S221-S234.
    I consider the question of how literally one can construe the “gauge argument,” which is the canonical means of understanding the putatively central import of local gauge symmetry principles for fundamental physics. As I argue, the gauge argument must be afforded a heuristic reading. Claims to the effect that the argument reflects a deep “logic of nature” must, for numerous reasons I discuss, be taken with a grain of salt.
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  2.  34
    The Framework of Essences in Spinoza's Ethics.Christopher Martin - 2008 - British Journal for the History of Philosophy 16 (3):489 – 509.
    (2008). The Framework of Essences in Spinoza's Ethics. British Journal for the History of Philosophy: Vol. 16, No. 3, pp. 489-509. doi: 10.1080/09608780802200489.
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  3.  14
    Immanence and Causation in Spinoza.Christopher P. Martin - 2015 - In Andre Santos Campos (ed.), Spinoza: Basic Concepts. Exeter, UK: pp. 14-24.
    I defend an expanded reading of immanent causation that includes both inherence and causal efficacy; I argue that the latter is required if God is to remain the immanent cause of finite modes.
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  4.  19
    Should Students Have to Borrow? Autonomy, Wellbeing and Student Debt.Christopher Martin - 2016 - Journal of Philosophy of Education 50 (3):351-370.
    The orthodox view on higher education financing is that students should bear some of the costs of attending and, where necessary, meet that cost through debt financing. New economic realties, including protracted economic slowdown and increasing austerity of the state with respect to the public funding of goods and services has meant that the same generation who have to borrow the most in order to attend face significantly fewer employment prospects upon graduation. In this context, is the current approach of (...)
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  5.  32
    Who Should Go to University? Justice in University Admissions.Ben Kotzee & Christopher Martin - 2013 - Journal of Philosophy of Education 47 (4):623-641.
    Current debates regarding justice in university admissions most often approach the question of access to university from a technical, policy-focussed perspective. Despite the attention that access to university receives in the press and policy literature, ethical discussion tends to focus on technical matters such as who should pay for university or which schemes of selection are allowable, not the question of who should go to university in the first place. We address the question of university admissions—the question of who should (...)
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  6.  9
    Gauge Principles, Gauge Arguments and the Logic of Nature.Christopher A. Martin - 2002 - Philosophy of Science 69 (S3):S221-S234.
    I consider the question of how literally one can construe the “gauge argument,” which is the canonical means of understanding the putatively central import of local gauge symmetry principles for fundamental physics. As I argue, the gauge argument must be afforded a heuristic reading. Claims to the effect that the argument reflects a deep “logic of nature” must, for numerous reasons I discuss, be taken with a grain of salt.
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  7.  26
    On Continuous Symmetries and the Foundations of Modern Physics.Christopher Martin - 2003 - In Katherine A. Brading & Elena Castellani (eds.), Symmetries in Physics: Philosophical Reflections. Cambridge University Press. pp. 29--60.
  8. A New Challenge to the Necessitarian Reading of Spinoza.Christopher Martin - 2010 - In Daniel Garber & Steven Nadler (eds.), Oxford Studies in Early Modern Philosophy Volume V. Oxford University Press.
     
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  9.  43
    Education Without Moral Worth? Kantian Moral Theory and the Obligation to Educate Others.Christopher Martin - 2011 - Journal of Philosophy of Education 45 (3):475-492.
    This article examines the possibility of a Kantian justification of the intrinsic moral worth of education. The author critiques a recent attempt to secure such justification via Kant's notion of the Kingdom of Ends. He gives four reasons why such an account would deny any intrinsic moral worth to education. He concludes with a tentative justification of his own and a call for a more comprehensive engagement between Kant's moral theory and the philosophy of education for purposes of understanding what (...)
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  10.  5
    Essence in Kripke and Aristotle: Essence as Classification or Essence as Explanation?Christopher Martin - 2016 - Acta Philosophica 25 (1):31-44.
    The classificatory Kripkean notion of essence is narrowed down until it matches an explanatory Aristotelian notion of essence. The difference between classificatory and explanatory notions of essence is clarified, and each step of the narrowing process is justified on grounds related to the philosophy of science.
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  11.  25
    R.S. Peters and Jürgen Habermas: Presuppositions of Practical Reason and Educational Justice.Christopher Martin - 2009 - Educational Theory 59 (1):1-15.
    The contribution of philosophical ethics to the development of a just conception of education becomes increasingly complex under modern conditions of democratic pluralism. This is because the justification of moral policies for education faces the skeptical challenge of showing how the substantive moral principles upon which a policy rests do not arbitrarily privilege one culturally situated conception of justice over others. In this essay, Christopher Martin argues that this challenge highlights how any legitimate moral point of view on education requires (...)
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  12.  21
    An Ingenuous Account of the Doctrine of the Mean.Christopher Martin - forthcoming - Tópicos.
    Aristotle admits the possibility of many vices opposed to one virtue, but insists that there are always at least two, related as deficiency and excess. The doctrine that "virtue is in a mean" is thus both true and useful.
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  13. Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education.Stefaan E. Cuypers & Christopher Martin (eds.) - 2011 - Wiley-Blackwell.
    _Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.
     
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  14. Consciousness in Spinoza’s Philosophy of Mind.Christopher Martin - 2007 - Southern Journal of Philosophy 45 (2):269-287.
    Spinoza’s philosophy of mind is thought to lack a serious account of consciousness. In this essay I argue that Spinoza’s doctrine of ideas of ideas has been wrongly construed, and that once righted it provides the foundation for an account. I then draw out the finer details of Spinoza’s account of consciousness, doing my best to defend its plausibility along the way. My view is in response to a proposal byEdwin Curley and the serious objection leveled against it by Margaret (...)
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  15.  12
    Spinoza's Formal Mechanism.Christopher Martin - 2018 - Pacific Philosophical Quarterly 99 (S1):151-181.
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  16.  78
    Denying Conditionals: Abaelard and the Failure of Boethius' Account of the Hypothetical Syllogism.Christopher Martin - 2007 - Vivarium 45 (s 2-3):153-168.
    Boethius' treatise De Hypotheticis Syllogismis provided twelfth-century philosophers with an introduction to the logic of conditional and disjunctive sentences but this work is the only part of the logica vetus which is no longer studied in the twelfth century. In this paper I investigate why interest in Boethius acount of hypothetical syllogisms fell off so quickly. I argue that Boethius' account of compound sentences is not an account of propositions and once a proper notion of propositionality is available the argument (...)
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  17.  13
    Matching Well-Being to Merit: The Example of Punishment.Jeremy Watkins, Basil Smith, Christopher Martin, Renate Pilapil & Hanno Sauer - 2011 - Ethical Perspectives 18 (1):5-27.
    In this paper, I explore our common-sense thinking about the relation between moral value, moral merit, and well-being. Starting from Ross’s observation that welfarist axiologies ignore our intuitions about desert, I focus on axiologies that take moral merit and well-being to be independent determinants of value. I distinguish three ways in which these axiologies can be formulated, and I then consider their application to the issue of punishment. The objection that they recommend penalties in circumstances in which intuitively we would (...)
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  18.  68
    The Logic of Negation in Boethius.Christopher Martin - 1991 - Phronesis 36 (3):277-304.
  19.  6
    TM Scanlon on Meaning and Moral Permissibility: Limitations of Moral Pluralist Accounts of Moral Education.Christopher Martin - 2011 - Ethical Perspectives 18 (1):53-78.
    Philosophers of education attempting to develop a reasoned programme of moral education often struggle with the fact that moral philosophy provides many diverse and conflicting accounts of the ethical life. Typically, attempts to resolve the conflict by demonstrating the superiority or priority of a chosen ethical framework have often played out in applied philosophy of education in terms of the development of rival, and often incompatible, moral education curricula. However, recent developments in scholarship have evinced a move to a more (...)
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  20.  45
    William's Machine.Christopher J. Martin - 1986 - Journal of Philosophy 83 (10):564-572.
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  21.  31
    The Invention of Relations: Early Twelfth-Century Discussions of Aristotle's Account of Relatives1.Christopher J. Martin - 2016 - British Journal for the History of Philosophy 24 (3):447-467.
    Aristotle's discussion of relatives in the Categories presented its eleventh- and twelfth-century readers with many puzzles. Their attempt to solve these puzzles and to develop a coherent account of the category led around the beginning of the twelfth century to the invention of relations as items which stand to relatives as qualities stand to qualified substances. In this paper, I first discuss the details of Aristotle's accounts of relatives and the related category of ‘situation’ and Boethius' commentary on them. I (...)
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  22. Brill Online Books and Journals.Patricia Kenig Curd, Jyl Gentzler, Christopher J. Martin, C. J. F. Williams, Nicholas Denyer & Christopher Kirwan - 1991 - Phronesis 36 (3).
  23.  55
    “What An Ugly Child”: Abaelard on Translation, Figurative Language, and Logic.Christopher J. Martin - 2011 - Vivarium 49 (1-3):26-49.
    An examination the development of Peter Abaelard's views on translation and figurative meaning. Mediaeval philosophers curiously do not connect the theory of translation implied by Aristotelian semantics with the multiplicity of tongues consequent upon the fall of Babel and do not seem to have much to offer to help in solving the problems of scriptural interpretation noted by Augustine. Indeed, on the Aristotelian account of meaning such problems do not arise. This paper shows that Abaelard is like others in this (...)
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  24. John Dewey and the Beautiful Stride : Running as Aesthetic Experience.Christopher Martin - 2007 - In Michael W. Austin (ed.), Running and Philosophy: A Marathon for the Mind. Blackwell.
     
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  25. From an Electromagnetic Theory of Matter to a New Theory of Gravitation.Chris Smeenk, Christopher Martin, Gustav Mie & Max Born - 2007 - Boston Studies in the Philosophy of Science 250:623-756.
  26.  27
    The Logic of Growth: Twelfth-Century Nominalists and the Development of Theories of the Incarnation.Christopher J. Martin - 1998 - Medieval Philosophy and Theology 7 (1):1-15.
    Among the various testimonia assembled by Iwakuma and Ebbesen to the twelfth-century school of philosophers known as the Nominales, 1 four record their commitment to the apparently outrageous thesis that nothing grows. My aim in this essay is to explore the reasons the Nominales had for maintaining this thesis and to investigate the role that the theory which supported it played in the development of late twelfth- and early thirteenth-century debates over the character of the hypostatic union. My investigation concerns (...)
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  27.  22
    On a Mistake Commonly Made in Accounts of Sixteenth-Century Discussions of the Immortality of the Soul.Christopher Martin - 1995 - American Catholic Philosophical Quarterly 69 (1):29-37.
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  28.  52
    ‘They Had Added Not a Single Tiny Proposition’: The Reception of the Prior Analytics in the First Half of the Twelfth Century.Christopher J. Martin - 2010 - Vivarium 48 (1-2):159-192.
    A study of the reception of Aristotle's Prior Analytics in the first half of the twelfth century. It is shown that Peter Abaelard was perhaps acquainted with as much as the first seven chapters of Book I of the Prior Analytics but with no more. The appearance at the beginning of the twelfth century of a short list of dialectical loci which has puzzled earlier commentators is explained by noting that this list formalises the classification of extensional relations between general (...)
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  29. Aristotle and Aquinas on the Teleology of Parts and Wholes.Christopher Martin - 2004 - Tópicos 27:61-72.
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  30.  51
    The Logic of the Nominales, or, the Rise and Fall of Impossible Positio.Christopher J. Martin - 1992 - Vivarium 30 (1):110-126.
  31.  39
    Philosophy of Education in the Public Sphere: The Case of “Relevance”.Christopher Martin - 2011 - Studies in Philosophy and Education 30 (6):615-629.
    Universities are under increasing pressure to demonstrate the economic and social relevance of the research they produce. In the UK, for example, recent developments in the UK under the Research Excellence Framework (REF) suggest that future funding schemes will grant “significant additional recognition…where researchers build on excellent research to deliver demonstrable benefits to the economy, society, public policy, culture and quality of life” (HEFCE 2009 ). Having conceded that this and similar developments are likely to continue into the future, this (...)
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  32.  38
    Reading R. S. Peters on Education Today.Stefaan Cuypers & Christopher Martin - 2009 - Journal of Philosophy of Education 43 (s1):3-7.
    This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns.
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  33.  3
    Schooling in Mexico: Staying in or Dropping Out.Christopher J. Martin - 1994 - British Journal of Educational Studies 42 (4):422-423.
  34.  4
    William's Machine.Christopher J. Martin - 1986 - Journal of Philosophy 83 (10):564.
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  35.  37
    Disrespect: The Normative Foundations of Critical Theory by Axel Honneth.Christopher Martin - 2007 - Journal of Philosophy of Education 41 (3):483–488.
  36.  30
    The Good, the Worthwhile and the Obligatory: Practical Reason and Moral Universalism in R. S. Peters' Conception of Education.Christopher Martin - 2009 - Journal of Philosophy of Education 43 (s1):143-160.
    Peters' account of the moral life and the conception of practical reason that informed it reflects a sophisticated moral universalism. However, attempts to extend a similarly sophisticated universalism into our understanding of education are not as well received. Yet, such a project is of clear contemporary relevance given the pressure put on educational institutions to achieve certain ends. If we can show that education entails standards that are not entirely contingent upon current interests, we would have a framework that all (...)
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  37.  6
    Is Moral Philosophy an Educationally Worthwhile Activity? Toward a Liberal Democratic Theory of Teacher Education.Christopher Martin - 2017 - Ethics and Education 12 (1):116-127.
    This paper looks at the case of moral philosophy in order to assess the extent to which and ways in which teacher education should respond to the liberal principle of justification. This principle states that moral and political decisions made by citizens with special kinds of influence and other coercive powers should be accountable to other citizens on the basis of good reasons. To what extent should teachers, who are empowered by the state with such special kinds of influence, be (...)
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  38.  19
    Truth and Hope.Christopher Martin - 2003 - International Philosophical Quarterly 43 (1):119-120.
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  39.  6
    Mindfulness, Sport and the Body: The Justification of Physical Education Revisited.Christopher Martin & Oren Ergas - 2016 - Sport, Ethics and Philosophy 10 (2):161-174.
    This paper offers a preliminary account of the educative potential of mindfulness by revisiting the long-debated status of physical activity and sport as educationally worthwhile. We argue that previous attempts in the tradition of analytic philosophy of education to offer a justification of physical activity and sport have not been sufficiently grounded in the most distinctive feature of those activities—the body. As an alternative, we claim that the theory and practice of body-based mindfulness can explain how physical activity can satisfy (...)
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  40.  9
    Something Amazing About the Peripatetic of Pallet: Abaelard's Development of Boethius' Account of Conditional Propositions. [REVIEW]ChristopherJ Martin - 1987 - Argumentation 1 (4):419-436.
    Mediaeval logicians inherited from Boethius an account of conditional propositions and the syllogisms which may be constructed using them. In the following paper it is shown that there are considerable difficulties with Boethius' account which arise from his failure to understand the nature of compound propositions and in particular to provide for their negation. Boethius suggests that there are two different conditions which may be imposed for the truth of a conditional proposition but he really gives no adequate account of (...)
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  41.  5
    Nudging the Public Sphere: A Habermasian Perspective on Public Deliberation as an Aim of Moral Education.Christopher Martin - 2015 - Journal of Moral Education 44 (4):440-456.
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  42.  7
    Mosaic Evolution in the Drosophila Genome.Christopher H. Martin & Elliot M. Meyerowitz - 1988 - Bioessays 9 (2‐3):65-69.
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  43.  6
    On an Alleged Inconsistency in the Nicomachean Ethics (IX, 4).Christopher F. J. Martin - 1990 - Journal of Hellenic Studies 110:188-191.
  44.  6
    John Mair on Future Contingency.Christopher J. Martin - 2004 - In Russell L. Friedman & Sten Ebbesen (eds.), John Buridan and Beyond: Topics in the Language Sciences, 1300-1700. Commission Agent, C.A. Reitzel. pp. 89--183.
  45.  4
    Spinoza’s Metaphysics: Substance and Thought by Yitzhak Y. Melamed. [REVIEW]Christopher Martin - 2014 - Journal of the History of Philosophy 52 (2):377-378.
    I review Spinoza's Metaphysics: Substance and Thought by Yitzhak Melamed.
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  46.  3
    Should Students Have to Borrow?Christopher Martin - 2016 - Impact 2016 (23):1-37.
    Since autumn 2012, higher education institutions in England have been able to charge undergraduate students up to £9,000 a year in tuition fees. Full-time students are expected to take out loans large enough to cover their tuition fees and living costs for the duration of their studies. They must start repaying these loans if and when their earnings reach £21,000 a year. In this bold and timely pamphlet, Christopher Martin argues that forcing students to borrow is a serious mistake. He (...)
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  47.  5
    The Logical Text-Books and Their Influence.Christopher Martin - 2009 - In John Marenbon (ed.), The Cambridge Companion to Boethius. Cambridge University Press. pp. 56.
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  48.  2
    Education, Justice, and Discursive Agency: Toward an Educationally Responsive Discourse Ethics.Christopher Martin - 2016 - Educational Theory 66 (6):735-753.
    Jürgen Habermas argues that principles of justice should be decided through rational agreement as opposed to force or coercion. Christopher Martin argues in this essay that the success of such a project presupposes sufficiently developed capacities for discursive agency equally distributed within a diverse public sphere. This epistemic presupposition is not explicitly recognized in Habermas's current formulation of his theory and as such the theory implicitly excludes the interest that future citizens have in the development of their own capacities for (...)
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  49.  2
    The Logic of Growth.Christopher J. Martin - 1998 - Medieval Philosophy & Theology 7 (1):1-15.
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  50.  2
    Review. [REVIEW]Christopher Martin - 2007 - Philosophy of Education 41 (3):483-488.
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