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Christopher Martin [52]Christopher J. Martin [15]Christopher A. Martin [3]Christopher H. Martin [2]
Christopher P. Martin [2]Christopher F. J. Martin [2]Christopher John Martin [1]Christopher Aaron Martin [1]

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  1.  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.
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  2.  92
    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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  3.  17
    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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  4.  37
    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.
  5.  57
    The Framework of Essences in Spinoza's Ethics.Christopher P. 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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  6.  41
    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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  7.  50
    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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  8.  16
    The Theory of Natural Consequence.Christopher J. Martin - 2018 - Vivarium 56 (3-4):340-366.
    _ Source: _Volume 56, Issue 3-4, pp 340 - 366 The history of thinking about consequences in the Middle Ages divides into three periods. During the first of these, from the eleventh to the middle of the twelfth century, and the second, from then until the beginning of the fourteenth century, the notion of natural consequence played a crucial role in logic, metaphysics, and theology. The first part of this paper traces the development of the theory of natural consequence in (...)
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  9.  52
    William's Machine.Christopher J. Martin - 1986 - Journal of Philosophy 83 (10):564-572.
  10.  18
    William's Machine.Christopher J. Martin - 1986 - Journal of Philosophy 83 (10):564.
  11.  82
    The Logic of Negation in Boethius.Christopher Martin - 1991 - Phronesis 36 (3):277-304.
  12. 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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  13.  53
    Reading R. S. Peters on Education Today.Stefaan E. 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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  14.  62
    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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  15. 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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  16.  6
    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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  17.  23
    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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  18.  47
    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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  19.  23
    John Buridan on Self-Reference: Chapter Eight of Buridan's Sophismata: With a Translation, an Introduction, and a Philosophical Commentary.Christopher J. Martin - 1985 - Philosophical Review 94 (3):406-408.
    John Buridan was a fourteenth-century philosopher who enjoyed an enormous reputation for about two hundred years, was then totally neglected, and is now being 'rediscovered' through his relevance to contemporary work in philosophical logic. The final chapter of Buridan's Sophismata deals with problems about self-reference, and in particular with the semantic paradoxes. He offers his own distinctive solution to the well-known 'Liar Paradox' and introduces a number of other paradoxes that will be unfamiliar to most logicians. Buridan also moves on (...)
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  20. 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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  21.  11
    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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  22.  44
    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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  23.  8
    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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  24.  9
    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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  25.  11
    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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  26.  46
    The Logic of Growth: Twelfth-Century Nominalists and the Development of Theories of the Incarnation.Christopher J. Martin - 1998 - Journal of Nietzsche Studies 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.  1
    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):319-327.
  28.  12
    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.
    This article offers an account of the understanding citizens need in order to justify moral principles in the public sphere and it identifies an important role for moral education in the promotion of that civic understanding. I develop this account through a contrastive analysis of Phillip Kitcher’s conception of public knowledge and Jurgen Habermas’ Discourse Ethics. Kitcher is focused on the social conditions necessary for the circulation of scientific knowledge in advanced democracies; the analysis offered in this article expands on (...)
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  29.  34
    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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  30.  26
    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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  31.  17
    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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  32.  59
    The Logic of the Nominales, or, the Rise and Fall of Impossible Positio.Christopher J. Martin - 1992 - Vivarium 30 (1):110-126.
  33.  1
    Thought's Ego in Augustine and Descartes.Christopher Martin - 1995 - Philosophical Quarterly 45 (179):265-266.
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  34.  16
    Schooling in Mexico: Staying in or Dropping Out.Christopher J. Martin - 1994 - British Journal of Educational Studies 42 (4):422-423.
  35.  18
    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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  36. 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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  37. Aristotle and Aquinas on the Teleology of Parts and Wholes.Christopher Martin - 2004 - Tópicos 27:61-72.
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  38. A Distinction Between Different Notions of Existence in the Writings of St. Thomas Aquinas, and its Use to Distinguish Logic From Metaphysics.Christopher Martin - 1984
     
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  39.  6
    An Ingenuous Account of the Doctrine of the Mean.Christopher Martin - 1994 - Tópicos: Revista de Filosofía 6:31-57.
    Aristóteles admite la posibilidad de que muchos vicios se opongan a una virtud, pero insiste en que siempre hay al menos dos, relacionados con la deficiencia y el exceso. Así, la doctrina de que la virtud está en el medio es tanto verdadera como útil.
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  40. Actuar mal y actuar irracionalmente.Christopher Martin - 1986 - Anuario Filosófico 19 (1):195.
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  41. A Pragmatic Utopia? Utopianisms And Anti-Utopianisms In The Critique Of Educational Discourse.Christopher Martin - 2006 - Paideusis: Journal of the Canadian Philosophy of Education Society 15 (2):37-50.
    This paper seeks to address what I claim are competing utopian and anti-utopian impulses within educational discourse aimed at formulating a just and fair conception of public education. On the one hand, there is a tendency to prescribe concrete utopias – normative blueprints that claim to portent how a redeemed public education will be. On the other hand, there is the tendency to prescribe material revolutions – strategic blueprints that dictate the kinds of political action that educators must undertake in (...)
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  42.  13
    Are There Virtues and Vices That Belong Specifically to the Sexual Life?Christopher Martin - 1995 - Acta Philosophica 4 (2).
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  43.  45
    Disrespect: The Normative Foundations of Critical Theory by Axel Honneth.Christopher Martin - 2007 - Journal of Philosophy of Education 41 (3):483–488.
  44.  11
    Education and Moral Respect for the Medical Student.Christopher Martin - 2016 - Ethics and Education 11 (1):91-103.
    In this paper I argue that medical education must remain attuned to the interests that physicians have in their own self-development despite ongoing calls for ethics education aimed at ensuring physicians maintain focus on the interests of the patient and society. In particular, I argue that medical education should advance criteria defining what counts as an educationally worthwhile activity from the perspective of the medical student understood as a learner. I offer a preliminary account and justification of such criteria, arguing (...)
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  45.  46
    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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  46.  2
    Ethics in Professional Education: Introduction to the Special Issue.Christopher Martin & Claudia W. Ruitenberg - 2016 - Ethics and Education 11 (1):1-4.
  47.  18
    Educational Justice and the Value of Knowledge.Christopher Martin - 2020 - Journal of Philosophy of Education 54 (1):164-182.
    Journal of Philosophy of Education, EarlyView.
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  48.  9
    F. Munzel, Kant’s Conception of Pedagogy: Toward Education for Freedom.Christopher Martin - 2019 - Studies in Philosophy and Education 38 (3):343-345.
  49. 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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  50.  1
    Introduction: Discourse Ethics and the Educational Possibilities of the Public Sphere.Christopher Martin - 2016 - Educational Theory 66 (6):687-690.
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