Results for 'Coleen Enright'

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  1.  9
    Marsha Familaro Enright's Essay, “The Problem with Selfishness”.Arnold Baise, Merlin Jetton & Marsha Familaro Enright - 2015 - Journal of Ayn Rand Studies 15 (1):117-125.
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  2. “Screw You!” & “Thank You”.Coleen Macnamara - 2013 - Philosophical Studies 165 (3):893-914.
    If I do you a good turn, you may respond with gratitude and express that gratitude by saying “Thank you.” Similarly, if I insult you, you may react with resentment which you express by shouting, “Screw you!” or something of the sort. Broadly put, when confronted with another’s morally significant conduct, we are inclined to respond with a reactive attitude and to express that reactive attitude in speech. A number of familiar speech acts have a call-and-response structure. Questions, demands and (...)
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  3. Reactive Attitudes as Communicative Entities.Coleen Macnamara - 2015 - Philosophy and Phenomenological Research 90 (3):546-569.
    Many theorists claim that the reactive emotions, even in their private form, are communicative entities. But as widely endorsed as this claim is, it has not been redeemed: the literature lacks a clear and compelling account of the sense in which reactive attitudes qua private mental states are essentially communicative. In this paper, I fill this gap. I propose that it is apt to characterize privately held reactive attitudes as communicative in nature because they, like many paradigmatic forms of communication, (...)
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  4. Blame, Communication, and Morally Responsible Agency.Coleen Macnamara - 2015 - In Randolph Clarke, Michael McKenna & Angela Smith (eds.), The Nature of Moral Responsibility: New Essays. New York: Oxford University Press. pp. 211-236.
    Many important theorists – e.g., Gary Watson and Stephen Darwall – characterize blame as a communicative entity and argue that this entails that morally responsible agency requires not just rational but moral competence. In this paper, I defend this argument from communication against three objections found in the literature. The first two reject the argument’s characterization of the reactive attitudes. The third urges that the argument is committed to a false claim.
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  5. Taking Demands Out of Blame.Coleen Macnamara - 2013 - In D. Justin Coates & Neal A. Tognazzini (eds.), Blame: Its Nature and Norms. New York, USA: Oxford University Press. pp. 141-161.
    The idea that demands are a key constituent of any analysis of the negative reactive attitudes is rarely challenged, enjoying a freedom from scrutiny uncommon in philosophy. In this paper I press on this orthodox view, arguing that there are broadly speaking, three ways in which the term ‘demand’ is used in discussions of the negative reactive attitudes and that each is problematic.
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  6. Holding Others Responsible.Coleen Macnamara - 2011 - Philosophical Studies 152 (1):81-102.
    Theorists have spent considerable time discussing the concept of responsibility. Their discussions, however, have generally focused on the question of who counts as responsible, and for what. But as Gary Watson has noted, “Responsibility is a triadic relationship: an individual (or group) is responsible to others for something” (Watson Agency and answerability: selected essays, 2004 , p. 7). Thus, theorizing about responsibility ought to involve theorizing not just about the actor and her conduct, but also about those the actor is (...)
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  7. Beyond Belief: Toward a Theory of the Reactive Attitudes.Elisa A. Hurley & Coleen Macnamara - 2010 - Philosophical Papers 39 (3):373-399.
    Most moral theorists agree that it is one thing to believe that someone has slighted you and another to resent her for the insult; one thing to believe that someone did you a favor and another to feel gratitude toward her for her kindness. While all of these ways of responding to another's conduct are forms of moral appraisal, the reactive attitudes are said to 'go beyond' beliefs in some way. We think this claim is adequately explained only when we (...)
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  8.  14
    Piloting Forgiveness Education in a Divided Community: Comparing Electronic Pen-Pal and Journaling Activities Across Two Groups of Youth.Robert D. Enright, Margaret Rhody, Breanne Litts & John S. Klatt - 2014 - Journal of Moral Education 43 (1):1-17.
    We used a randomized quasi-experimental design to test the effectiveness of three types of perspective-taking condition in a forgiveness education program. Allport’s Contact Hypothesis was used as a framework for the study design. Eighth graders in an urban Midwestern city were invited to participate. We evaluated the effectiveness of perspective-taking approaches in promoting forgiveness and reducing prejudice, anger and emotional reactivity. We also explored the effects of forgiveness education across socially and culturally diverse groups. We did not find differences between (...)
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  9.  89
    Forgiveness: A Developmental View.Robert D. Enright, Elizabeth A. Gassin & Ching-Ru Wu - 1992 - Journal of Moral Education 21 (2):99-114.
    Abstract The concept of interpersonal forgiveness is described first through an examination of ancient writings and contemporary philosophical and psychological discourse. Two psychological models are then described. The first concerns developmental patterns in how people think about forgiving another. The second describes how people may go about forgiving another. Implications for counseling and education are drawn.
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  10.  12
    Plato on Hypothesis, Proposition, and the Education of Philosophers.Coleen Zoller - unknown
  11.  15
    Infants’ Prosocial Behavior is Governed by Cost-Benefit Analyses.Jessica A. Sommerville, Elizabeth A. Enright, Rachel O. Horton, Kelsey Lucca, Miranda J. Sitch & Susanne Kirchner-Adelhart - 2018 - Cognition 177:12-20.
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  12.  55
    Forgiveness Education with Parentally Love‐Deprived Late Adolescents.Radhi H. Al-Mabuk, Robert D. Enright & Paul A. Cardis - 1995 - Journal of Moral Education 24 (4):427-444.
    Abstract Two studies with male and female college students (n = 48 in study 1, n = 45 in study 2), who judged themselves to be parentally love?deprived, engaged in a randomised, experimental and control group design focused on forgiving the parent(s). Study 1 was a 4?day workshop centring on a commitment to forgive. Study 2 was a 6?day workshop that included more of the therapeutic regimen from the Enright and the Human Development Study Group (1991) forgiveness model. Study (...)
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  13.  15
    Interpreting Plato's Dialogues (Review).Coleen Zoller - 2007 - Journal of the History of Philosophy 45 (3):486-487.
    Coleen Zoller - Interpreting Plato's Dialogues - Journal of the History of Philosophy 45:3 Journal of the History of Philosophy 45.3 486-487 Muse Search Journals This Journal Contents Reviewed by Coleen Zoller Susquehanna University J. Angelo Corlett. Interpreting Plato's Dialogues. Las Vegas: Parmenides Publishing, 2005. Pp. xii + 137. Cloth, $28.00. In Interpreting Plato's Dialogues, J. Angelo Corlett succeeds at offering a concise summary of various competing answers to the question of how Plato's dialogues ought to be interpreted. (...)
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  14.  21
    The Role of Consequences of Moral Action in Maximizing Moral Elevation.Zhuojun Yao & Robert Enright - 2018 - Journal of Moral Education 47 (4):1-15.
    Moral elevation is described as a state of positive emotion that includes uplifting feelings, positive views of humanity and a desire to be a better person. Numerous empirical studies have demonstrated that elevation has powerful effects on people’s moral intention and behavior. The next step is to investigate how to maximize the emotion of elevation. According to the evolution of moral elevation research and the theory of moral disgust, we hypothesized that the consequences of moral action would influence moral elevation. (...)
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  15.  91
    Determined but Free: Aquinas’s Compatibilist Theory of Freedom.Coleen P. Zoller - 2004 - Philosophy and Theology 16 (1):25-44.
    This paper shows that Thomas Aquinas has a compatibilist position on the freedom of the will, where compatibilism is understood as the doctrine that determinism does not preclude freedom. Thomas’s position concerning free will is compatibilist regarding both the divine and human wills. Thomas pioneers the idea that human freedom is an image of divine freedom. It is on account of the notion that god is the exemplar toward which human beings proceed that it is much easier to understand why, (...)
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  16. Handbook of Moral Behavior and Development.R. D. Enright, W. Kurtiness & J. Gerwitz - 1991 - In William M. Kurtines & Jacob L. Gewirtz (eds.), Handbook of Moral Behavior and Development. L. Erlbaum.
     
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  17.  8
    ‘To the Victor Go the Spoils’: Infants Expect Resources to Align with Dominance Structures.Elizabeth A. Enright, Hyowon Gweon & Jessica A. Sommerville - 2017 - Cognition 164:8-21.
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  18.  8
    Transformative Illegality: How Condoms ‘Became Legal’ in Ireland, 1991–1993.Máiréad Enright & Emilie Cloatre - 2018 - Feminist Legal Studies 26 (3):261-284.
    This paper examines Irish campaigns for condom access in the early 1990s. Against the backdrop of the AIDS crisis, activists campaigned against a law which would not allow condoms to be sold from ordinary commercial spaces or vending machines, and restricted sale to young people. Advancing a conception of ‘transformative illegality’, we show that illegal action was fundamental to the eventual legalisation of commercial condom sale. However, rather than foregrounding illegal condom sale as a mode of spectacular direct action, we (...)
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  19.  16
    Investigating the Place of Forgiveness Within the Positive Youth Development Paradigm.John Klatt & Robert Enright - 2009 - Journal of Moral Education 38 (1):35-52.
    This article examines the place of forgiveness within the Positive Youth Development paradigm. We suggest knowledge of forgiveness can be advanced by understanding it from a developmental perspective. We review research indicating that forgiveness can contribute to positive developmental outcomes during adolescence and we explore theoretical relationships between forgiveness and three important components of the PYD perspective: the development of a moral identity, developmental assets and adolescents as co-producers of their development. These particular PYD concepts are discussed because of their (...)
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  20.  6
    Yearning to Give Back: Searching for Social Purpose in Computer Science and Engineering.Coleen M. Carrigan - 2017 - Frontiers in Psychology 8.
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  21.  22
    The Effects of a Back Rehabilitation Programme for Patients with Chronic Low Back Pain.Lynne Gaskell, Stephanie Enright & Sarah Tyson - 2007 - Journal of Evaluation in Clinical Practice 13 (5):795-800.
  22.  29
    The Problem with Selfishness.Marsha Familaro Enright - 2014 - Journal of Ayn Rand Studies 14 (1):38-54.
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  23.  6
    Medicating" Margaret".Coleen Reid - 2006 - Journal of Clinical Ethics 17 (4):340.
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  24.  23
    Forgiveness Education with Parentally Love-Deprived College Students.R. Al-Mubak, R. D. Enright & P. Cardis - 1995 - Journal of Moral Education 14:427-444.
  25.  24
    A Classroom Discipline Model for Promoting Social Cognitive Development in Early Childhood.Robert D. Enright - 1981 - Journal of Moral Education 11 (1):47-60.
    Abstract Two first grade teachers were trained in the use of a social cognitive model developed by the present author. The teachers were instructed to use the model in the naturalistic context of the classroom whenever interpersonal difficulties arose in order to increase the students? levels of interpersonal conceptions and social problem solving abilities. For the first 11 weeks, Class 1 was an experimental condition and Class 2 was a control. After the 11 week period, Class 1 was higher than (...)
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  26.  11
    Máiréad Enright, Julie McCandless and Aoife O’Donoghue : Northern/Irish Feminist Judgments: Judges’ Troubles and the Gendered Politics of Identity.Kanika Sharma - 2019 - Feminist Legal Studies 27 (3):351-356.
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  27.  10
    Forgiveness as Character Education for Children and Adolescents.Wei Neng Lin, Robert Enright & John Klatt - 2011 - Journal of Moral Education 40 (2):237-253.
    Forgiveness education has demonstrated psychological, social and academic benefits; however, it has not been discussed as a means of promoting character development for children and adolescents. In this paper, we discuss forgiveness as a moral concept and explain how forgiveness can contribute to current discussions of character education. After reviewing relevant literature we describe how a forgiveness programme can be an effective form of character education and attempt to clarify the contributions the forgiveness literature can make to the field of (...)
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  28.  19
    Determined but Free: Aquinas’s Compatibilist Theory of Freedom.Coleen P. Zoller - 2004 - Philosophy and Theology 16 (1):25-44.
    This paper shows that Thomas Aquinas has a compatibilist position on the freedom of the will, where compatibilism is understood as the doctrine that determinism does not preclude freedom. Thomas’s position concerning free will is compatibilist regarding both the divine and human wills. Thomas pioneers the idea that human freedom is an image of divine freedom. It is on account of the notion that god is the exemplar toward which human beings proceed that it is much easier to understand why, (...)
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  29. Platonic Epistemology, Socratic Education: On Learning Platonic Forms.Coleen P. Zoller - 2004 - Dissertation, Emory University
    This dissertation concerns Plato's theory of education and the problem of how one can actually acquire knowledge of the Forms. Plato's theory of education aims to make one a good person, which requires knowledge of the Form of the Good. Yet, how exactly one would acquire such knowledge has remained a mystery. Various models of learning are presented by Plato: elenctic refutation ; hypothesis; recollection; the mathematical, dialectical, and political studies of the Republic's curriculum; and diairesis to name just those (...)
     
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  30.  9
    Roslyn Weiss , Philosophers in Plato’s "Republic": Plato’s Two Paradigms . Reviewed By.Coleen P. Zoller - 2015 - Philosophy in Review 35 (1):50-52.
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  31. To 'Graze Freely in the Pastures of Philosophy': The Pedagogical Methods and Political Motives of Socrates and the Sophists.Coleen Zoller - 2010 - Polis 27 (1):80-110.
    This paper offers an innovative interpretation of Socrates' disavowal of being a teacher as well as a new way of understanding Plato's depiction of sophistry. The author identifies two different types of sophists, forthrightly frivolous sophists and slyly flattering sophists, in order to compare the pedagogical methods and political motives of each of these two types of sophists with those of Plato's Socrates. In the course of this comparison it is made clear that Socrates endeavours to be not a teacher (...)
     
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  32.  6
    To ‘Graze Freely in the Pastures of Philosophy’: The Pedagogical Methods and Political Motives of Socrates and the Sophists.Coleen Zoller - 2010 - Polis: The Journal for Ancient Greek Political Thought 27 (1):80-110.
    This paper offers an innovative interpretation of Socrates’ disavowal of being a teacher as well as a new way of understanding Plato’s depiction of sophistry. The author identifies two different types of sophists, forthrightly frivolous sophists and slyly flattering sophists, in order to compare the pedagogical methods and political motives of each of these two types of sophists with those of Plato’s Socrates. In the course of this comparison it is made clear that Socrates endeavours to be not a teacher (...)
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  33.  46
    The Pre-Critical Roots of Kant’s Compatibilism.Coleen P. Zoller - 2007 - Philosophy and Theology 19 (1/2):197-213.
    Although other scholars have pointed out why reading Kant as a compatibilist is superior to interpreting him as a libertarian incompatibilist, the infancy of his unique compatibilism has not been amply addressed. Here I marshal evidence from Kant’s pre-critical works to demonstrate that what the pre-critical Kant calls ‘freedom’ is consistent with what Kant will later call ‘autonomy.’ Once a pre-critical version of autonomy is acknowledged, one will see that both the positive and negative formulations of freedom that pervade the (...)
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  34.  33
    Guilt, Desert, Fittingness, and the Good.Coleen Macnamara - 2020 - The Journal of Ethics 24 (4):449-468.
    Desert-realists maintain that those who do wrong without an excuse deserve blame. Desert-skeptics deny this, holding that though we may be responsible for our actions in some sense, we lack the kind of responsibility needed to deserve blame. In two recent papers, Randolph Clarke advances an innovative defense of desert-realism. He argues for deserved-guilt, the thesis that the guilty deserve to feel guilt. In his 2013 paper, Clarke suggests two strategies for defending deserved-guilt: the fitting-guilt strategy and the good-guilt strategy. (...)
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  35.  49
    Subjectivity as Encounter: Feminine Ethics in the Work of Bracha Lichtenberg‐Ettinger and Anne Enright.Mariëlle Smith - 2013 - Hypatia 28 (3):633-645.
    The fragility of the subject is a recurring issue in the work of Anne Enright, one of Ireland's most remarkable and innovative writers. It is this specific interest, together with her attempt to make women into subjects, that inevitably links her work to Bracha Lichtenberg-Ettinger's theory of the matrixial borderspace, a feminine sphere that coexists with the Lacanian symbolic order and that, even before our entrance into this linguistic system, informs our subjectivity. By turning to a point in time (...)
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  36.  34
    Comprehension of a Simplified Assent Form in a Vaccine Trial for Adolescents: Table 1.Sonia Lee, Bill G. Kapogiannis, Patricia M. Flynn, Bret J. Rudy, James Bethel, Sushma Ahmad, Diane Tucker, Sue Ellen Abdalian, Dannie Hoffman, Craig M. Wilson & Coleen K. Cunningham - 2013 - Journal of Medical Ethics 39 (6):410-412.
    Introduction Future HIV vaccine efficacy trials with adolescents will need to ensure that participants comprehend study concepts in order to confer true informed assent. A Hepatitis B vaccine trial with adolescents offers valuable opportunity to test youth understanding of vaccine trial requirements in general. Methods Youth reviewed a simplified assent form with study investigators and then completed a comprehension questionnaire. Once enrolled, all youth were tested for HIV and confirmed to be HIV-negative. Results 123 youth completed the questionnaire (mean age=15 (...)
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  37.  13
    Belief in Altruistic Human Nature and Prosocial Behavior: A Serial Mediation Analysis.Zhuojun Yao & Robert Enright - 2020 - Ethics and Behavior 30 (2):97-111.
    According to the theory of internal working model, belief in altruistic human nature positively influences prosocial behavior. However, the precise influencing mechanism remains unclear. Based on the determinants of human behavior theory and self-efficacy theory, we hypothesized that belief in altruistic human nature indirectly influences prosocial behavior through causally linked multiple mediators of prosocial attitude and prosocial self-efficacy. The results of the current research supported our hypothesis and demonstrated that this serial mediation model could be generalized across individualistic and collectivistic (...)
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  38.  12
    Matter and Form: From Natural Science to Political Philosophy.Douglas Al-Maini, Coleen Zoller, Mostafa Younesie, Michael Weinman, Ahmed Abdel Meguid, David Lewis Schaefer, Dwayne Raymond, Paul Ulrich, Leah Bradshaw, Juhana Lemetti, Ingrid Makus, Lee Ward, Leonard R. Sorenson & Steven Robinson (eds.) - 2009 - Lexington Books.
    Matter and Form explores the relationship between natural science and political philosophy from the classical to contemporary eras, taking an interdisciplinary approach to the philosophic understanding of the structure and process of the natural world and its impact on the history of political philosophy. It illuminates the importance of philosophic reflection on material nature to moral and political theorizing, mediating between the sciences and humanities and making a contribution to ending the isolation between them.
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  39.  21
    KIBRA Rs17070145 Polymorphism and Resting EEG Spectral Activity: Biomarkers for Reduced Risk of Alzheimer’s Disease.Steiner Genevieve, Fernandez-Enright Francesca, Barry Robert & Barkus Emma - 2015 - Frontiers in Human Neuroscience 9.
  40.  30
    The Effects of Catechol-O-Methyltransferase Polymorphism Val158Met on Resting EEG Spectral Activity in Healthy Adults.Steiner Genevieve, Fernandez-Enright Francesca, Barkus Emma & Barry Robert - 2014 - Frontiers in Human Neuroscience 8.
  41.  59
    Fair of Speech: The Uses of Euphemism.D. J. Enright (ed.) - 1985 - Oxford University Press.
    Can a bomb ever be "clean"? Are we relieved to be warned that there will be an " odor " when once we were told that something would "stink"? Or, to put it another way, when is a euphemism a mark of good taste and when is it a sign of verbal obfuscation? To answer such questions, D.J. Enright invited sixteen distinguished writers to ponder and explore the ubiquitous phenomenon of euphemism. The result is a delightful and provocative collection (...)
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  42.  14
    Assessment of Social Vulnerability of Households to Floods in Niger State, Nigeria.Jude Nwafor Eze, Coleen Vogel & Philip Audu Ibrahim - 2018 - International Letters of Social and Humanistic Sciences 84:22-34.
    Publication date: 15 October 2018 Source: Author: Jude Nwafor Eze, Coleen Vogel, Philip Audu Ibrahim Flood is known to cause devastating livelihood impacts, suffering and economic damages. To reduce the impact of floods, it is very important to identify and understand the socio-economic factors that determine people’s ability to cope with stress or change. Consequently, the study assesses the social vulnerability of the households to floods in Niger State, in order to provide the empirical evidence necessary for flood adaptation (...)
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  43.  17
    Michael J. Enright, Prophecy and Kingship in Adomnán's “Life of Saint Columba”. Dublin: Four Courts, 2013. Pp. Vi, 202. $70. ISBN: 978-1-84682-382-4. [REVIEW]Lisa Bitel - 2015 - Speculum 90 (1):242-244.
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  44.  8
    A Catholic Goes to the Movies.Nancy Enright - 2017 - The Chesterton Review 43 (3/4):539-542.
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  45.  10
    An Evaluation of Growth in a University Programme.Robert D. Enright & Darwin D. Hendel - 1979 - Journal of Moral Education 9 (1):50-52.
    Despite the increased number of moral development programmes on the elementary and secondary school level (Blatt and Kohlberg, in press; Cooney, 1977; Turiel, 1966), there have been few investigations of the effectiveness of college programmes in increasing students? level of moral judgment. The present study examined the influences on moral growth of a combined full?time helping and full?time academic experience for a group of college undergraduates. It was expected that the helping experiences would lead to increased moral judgments since similar (...)
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  46.  22
    A Home for the Chesterton Institute.Leo Enright - 1995 - The Chesterton Review 21 (4):563-563.
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  47. A Perplexing Puzzle Involving Perception of Straight Ahead.J. T. Enright - 1996 - In Enrique Villanueva (ed.), Perception. Ridgeview. pp. 56-56.
     
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  48.  18
    A Victorian Wanderer: The Life of Thomas Arnold the Younger.Edward J. Enright - 2004 - Newman Studies Journal 1 (2):107-108.
  49.  9
    Collaborative Search in a Mock Baggage Screening Task.Alison Enright & Jason S. McCarley - 2019 - Journal of Experimental Psychology: Applied 25 (4):716-732.
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  50.  9
    2. Dante and the Scandals of a Beloved Church.Nancy Enright - 2004 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 7 (4).
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