Results for 'Constanza Ihnen Jory'

553 found
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  1.  57
    Negotiation and Deliberation: Grasping the Difference.Constanza Ihnen Jory - 2016 - Argumentation 30 (2):145-165.
    Negotiation and deliberation are two context types or genres of discourse widely studied in the argumentation literature. Within the pragma-dialectical framework, they have been characterised in terms of the conventions constraining the use of argumentative discourse in each of them. Thanks to these descriptions, it has become possible to analyse the arguers’ strategic manoeuvres and carry out more systematic, context-sensitive evaluations of argumentative discussions. However, one issue that still must be addressed in the pragma-dialectical theory—and other contextual approaches to argumentation—is (...)
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  2.  3
    Deliberating Over Legislative Ends.Constanza Ihnen Jory - 2020 - Journal of Argumentation in Context 9 (3):399-427.
    This paper outlines a non-exhaustive inventory of presumptive argument schemes that can be used by legislators to rationally argue for and against the legitimacy of legislative ends. The inventory has both a descriptive and normative dimension. The inventory is descriptive because it is partly based on the empirical observation of arguments actually used by legislators in a sample of lawmaking debates. However, the inventory is also normative because – as I shall argue in this paper – the schemes identified in (...)
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  3.  23
    A Review of the Proceedings of the Fourth Tokyo Conference of Argumentation: The Role of Argumentation in Society. [REVIEW]Constanza Ihnen Jory - 2014 - Argumentation 28 (1):121-127.
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  4.  14
    Ihnen Jory, C. . Pragmatic Argumentation in Law-Making Debates. Instruments for the Analysis and Evaluation of Pragmatic Argumentation at the Second Reading of the British Parliament. [REVIEW]Ton van Haaften - 2014 - Journal of Argumentation in Context 3 (3):333-335.
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  5. Juste-Joris t1ndy-poaty 55 la quete de soi dans l'alchimiste de Paulo Coelho.Juste Joris Tindy-Poaty - 2002 - Humanitas 1:55.
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  6.  23
    Traditional and Digital Literacy. The Literacy Hypothesis, Technologies of Reading and Writing, and the ‘Grammatized’ Body.Joris Vlieghe - 2015 - Ethics and Education 10 (2):209-226.
    This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of basic literacy training for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach, in order to understand the significance of a ‘traditional’ initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different technologies, in order to elaborate and criticize the claims the (...)
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  7.  18
    Rethinking Emancipation with Freire and Rancière: A Plea for a Thing-Centred Pedagogy.Joris Vlieghe - 2018 - Educational Philosophy and Theory 50 (10):917-927.
    In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education (...)
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  8.  16
    The Educational Meaning of Tiredness: Agamben and Buytendijk on the Experience of (Im)Potentiality.Joris Vlieghe - 2016 - Ethics and Education 11 (3):359-371.
    In this article, I go deeper into the educational meaning of tiredness. Over and against the mainstream view that tiredness is an impediment for education, I show that this phenomenon is intrinsically meaningful. My arguments are based, first, on a detailed phenomenological analysis of tiredness, as proposed by Buytendijk. Tiredness can be defined as the point where lack of willpower and lack of ability become utterly indistinguishable. Second, I turn to Agamben’s genealogy of the will, which shows that willpower was (...)
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  9.  12
    Laughter as Immanent Life-Affirmation: Reconsidering the Educational Value of Laughter Through a Bakhtinian Lens.Joris Vlieghe - 2014 - Educational Philosophy and Theory 46 (2):1-14.
    In this article I try to conceive a new approach towards laughter in the context of formal schooling. I focus on laughter in so far as it is a bodily response during which we are entirely delivered to uncontrollable, spasmodic reactions. To see the educational relevance of this particular kind of laughter, as well as to understand why laughter is often dealt with in a very negative way in pedagogical contexts, this phenomenon should be carefully distinguished from humor or amusement. (...)
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  10.  11
    Schooling Bodies to Read and Write: A Technosomatic Perspective.Joris Vlieghe - 2016 - Educational Theory 66 (4):441-455.
    In this article Joris Vlieghe defends the view that technologies of reading and writing are more than merely instruments that support education, arguing that these technologies themselves decide what education is all about and that they form subjectivity in substantial ways. Expanding on insights taken from media theory, Vlieghe uses the work of Bernard Stiegler in order to develop a “technosomatic” account of literacy initiation, that is, a perspective that zooms in on the physical dimensions of how to operate writing (...)
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  11.  71
    Characteristics of Juvenile Offenders Admitting to Sexual Activity with Nonhuman Animals.Brian Jory, David Burton & William Fleming - 2002 - Society and Animals 10 (1):31-45.
    This study compared the family characteristics, victimization histories, and number of perpetration offenses of juvenile offenders who admitted to having had sex with animals to juvenile offenders who did not. The study found that 96% of the juveniles who had engaged in sex with nonhuman animals also admitted to sex offenses against humans and reported more offenses against humans than other sex offenders their same age and race. Those juveniles who had engaged in sex with animals were similar to other (...)
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  12.  44
    Education in an Age of Digital Technologies: Flusser, Stiegler, and Agamben on the Idea of the Posthistorical.Joris Vlieghe - 2014 - Philosophy and Technology 27 (4):519-537.
    On the basis of a close reading of three authors , I try to elucidate what the growing presence of digital technologies in our lives implies for the sphere of schooling and education. Developing a technocentric perspective, I discuss whether what is happening today concerns just the newest form of humankind's fundamental dependency on a technological milieu or that it concerns a fundamental shift. From Flusser, I take the idea that the practice of writing shapes human subjectivity, as well as (...)
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  13.  24
    Religion and Nurses' Attitudes To Euthanasia and Physician Assisted Suicide.Joris Gielen, Stef van den Branden & Bert Broeckaert - 2009 - Nursing Ethics 16 (3):303-318.
    In this review of empirical studies we aimed to assess the influence of religion and world view on nurses' attitudes towards euthanasia and physician assisted suicide. We searched PubMed for articles published before August 2008 using combinations of search terms. Most identified studies showed a clear relationship between religion or world view and nurses' attitudes towards euthanasia or physician assisted suicide. Differences in attitude were found to be influenced by religious or ideological affiliation, observance of religious practices, religious doctrines, and (...)
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  14.  9
    There’s More to “Sparkle” Than Meets the Eye: Knowledge of Vision and Light Verbs Among Congenitally Blind and Sighted Individuals.Marina Bedny, Jorie Koster-Hale, Giulia Elli, Lindsay Yazzolino & Rebecca Saxe - 2019 - Cognition 189:105-115.
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  15.  52
    Experiencing Potentiality: Bollnow and Agamben on the Educational Meaning of School Practices.Joris Vlieghe - 2013 - Studies in Philosophy and Education 32 (2):189-203.
    This article explores the uses of Agamben’s philosophy for understanding the educational meaning of practices that typically take/took place at school, such as the collective rehearsal of the alphabet or the multiplication tables. More precisely, I propose that these forms of ‘practising’ show what schooling, as a particular and historically contingent institution, is all about. Instead of immediately assessing the ‘practice of practising’ in terms of learning outcomes, I turn to Bollnow’s attempt to analyze this phenomenon in a substantially educational (...)
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  16.  20
    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.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  17.  9
    Entering the World with Notes: Reclaiming the Practices of Lecturing and Note Making.Joris Vlieghe & Piotr Zamojski - forthcoming - Tandf: Educational Philosophy and Theory:1-11.
  18.  16
    ICT Literacy: A Technical or Non-Technical Issue?Joris Vlieghe - 2017 - Foundations of Science 22 (2):401-404.
    In this short reply to Riis’ paper I first deal with his perceptive defence of ICT literacy, to which I fully subscribe, showing how his ideas might gain from highlighting the ‘technical’ dimensions involved in literacy practices. Second, this will allow me to make some comments regarding the curricular and organizational aspects of contemporary education, which forms the largest part of his paper. My main line of criticism towards Riis’ paper is that I defend a ‘technical’ rather than a ‘non-technical’ (...)
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  19.  1
    Out of Love for Some‐Thing: An Ontological Exploration of the Roots of Teaching with Arendt, Badiou and Scheler.Joris Vlieghe & Piotr Zamojski - 2019 - Journal of Philosophy of Education 53 (3):518-530.
  20.  2
    Entering the World with Notes: Reclaiming the Practices of Lecturing and Note Making.Joris Vlieghe & Piotr Zamojski - forthcoming - Educational Philosophy and Theory:1-11.
  21.  27
    Can Curative or Life-Sustaining Treatment Be Withheld or Withdrawn? The Opinions and Views of Indian Palliative-Care Nurses and Physicians.Joris Gielen, Sushma Bhatnagar, Seema Mishra, Arvind K. Chaturvedi, Harmala Gupta, Ambika Rajvanshi, Stef Van den Branden & Bert Broeckaert - 2011 - Medicine, Health Care and Philosophy 14 (1):5-18.
    Introduction: Decisions to withdraw or withhold curative or life-sustaining treatment can have a huge impact on the symptoms which the palliative-care team has to control. Palliative-care patients and their relatives may also turn to palliative-care physicians and nurses for advice regarding these treatments. We wanted to assess Indian palliative-care nurses and physicians’ attitudes towards withholding and withdrawal of curative or life-sustaining treatment. Method: From May to September 2008, we interviewed 14 physicians and 13 nurses working in different palliative-care programmes in (...)
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  22.  5
    Finding Soil in an Age of Climate Trouble: Designing a New Compass for Education with Arendt and Latour.Viktor Swillens & Joris Vlieghe - 2020 - Journal of Philosophy of Education 54 (4):1019-1031.
    Journal of Philosophy of Education, EarlyView.
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  23.  11
    Temporality, Pleasure, and the Angelic in Teaching: Toward a Pictorial-Ontological Turn in Education.Joris Vlieghe & Tyson E. Lewis - 2017 - Journal of Aesthetic Education 51 (2):59-81.
    In this article, we explore the possibilities that works of art might possess for looking in original and unforeseen ways into something that, at first sight, has little to do with arts and artistic practice. To be more precise, we present here three artistic representations, taken from various times and style periods, that depict a well-known figure in art history: angels. A detailed description and analysis of these images give us the opportunity to figure out something about another figure, which (...)
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  24.  27
    Thinking About Seeing: Perceptual Sources of Knowledge Are Encoded in the Theory of Mind Brain Regions of Sighted and Blind Adults.Jorie Koster-Hale, Marina Bedny & Rebecca Saxe - 2014 - Cognition 133 (1):65-78.
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  25.  4
    Education and Hope.Joris Vlieghe - 2019 - Ethics and Education 14 (2):117-125.
    ABSTRACTThis introduction sets a framework for the special issue on Education and Hope which contains a selection of papers presented at the 16th Conference of the International Network of Philosophers of Education. It sketches the issue of how education and hope are closely intertwined notions. This introduction also gives an overview of the articles included in this issue and how they are thematically arranged. In a short conclusion the issue of hope is related to the issue of speed and slowness.
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  26.  4
    Turning Journals Into Encyclopaedias: Medical Editorship and Reprinting in the Low Countries.Joris Vandendriessche - 2020 - Centaurus 62 (1):82-97.
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  27.  27
    Infants, Childhood and Language in Agamben and Cavell: Education as Transformation.Stefan Ramaekers & Joris Vlieghe - 2014 - Ethics and Education 9 (3):292-304.
    In this paper we explore a new way to deal with social inequality and injustice in an educational way. We do so by offering a particular reading of a scene taken from Minnelli's film The Band Wagon which is often regarded as overly western-centred and racist. We argue, however, that the way in which words and movements in this scene function are expressive of an event that can be read as a new beginning and that it is for this reason (...)
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  28.  11
    Normal Hyperimaginaries.Enrique Casanovas & Joris Potier - 2014 - Archive for Mathematical Logic 53 (5-6):583-591.
    We introduce the notion of normal hyperimaginary and we develop its basic theory. We present a new proof of the Lascar-Pillay theorem on bounded hyperimaginaries based on properties of normal hyperimaginaries. However, the use of the Peter–Weyl theorem on the structure of compact Hausdorff groups is not completely eliminated from the proof. In the second part, we show that all closed sets in Kim-Pillay spaces are equivalent to hyperimaginaries and we use this to introduce an approximation of φ-types for bounded (...)
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  29.  33
    Functional Neuroimaging of Theory of Mind.Jorie Koster-Hale & Rebecca Saxe - 2013 - In Simon Baron-Cohen, Michael Lombardo & Helen Tager-Flusberg (eds.), Understanding Other Minds: Perspectives From Developmental Social Neuroscience. Oxford University Press. pp. 132.
  30.  42
    Value-Based Argumentation for Justifying Compliance.Brigitte Burgemeestre, Joris Hulstijn & Yao-Hua Tan - 2011 - Artificial Intelligence and Law 19 (2-3):149-186.
    Compliance is often achieved ‘by design’ through a coherent system of controls consisting of information systems and procedures. This system-based control requires a new approach to auditing in which companies must demonstrate to the regulator that they are ‘in control’. They must determine the relevance of a regulation for their business, justify which set of control measures they have taken to comply with it, and demonstrate that the control measures are operationally effective. In this paper we show how value-based argumentation (...)
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  31.  17
    The Educational Meaning of Communal Laughter: On the Experience of Corporeal Democracy.Joris Vlieghe, Maarten Simons & Jan Masschelein - 2010 - Educational Theory 60 (6):719-734.
  32.  32
    A Material and Practical Account of Education in Digital Times: Neil Postman’s Views on Literacy and the Screen Revisited.Joris Vlieghe - 2016 - Studies in Philosophy and Education 35 (2):163-179.
    In this article I deal with the impact of digitization on education by revisiting the ideas Neil Postman developed in regard with the omnipresence of screens in the American society of the 1980s and their impact on what it means to grow up and to become an educated person. Arguing, on the one hand, that traditionally education is profoundly related to the initiation into literacy, and on the other hand, that the screen may come to replace the book as the (...)
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  33.  34
    Liturgy as Theological Norm Getting Acquainted with 'Liturgical Theology'.Joris Geldhof - 2010 - Neue Zeitschrift für Systematicsche Theologie Und Religionsphilosophie 52 (2):155-176.
    In this article a case is made for considering the liturgy as theological norm par excellence. The case is built up by relying on an emphatic current of thought within the field of liturgical studies, namely the ‘liturgical theology’ as it was developed by Alexander Schmemann, Aidan Kavanagh, and David W. Fagerberg. After presenting the concept of ‘liturgical theology’ and the context out of which it emerged, its major characteristics are discussed. Particular attention is devoted to the radicalness of their (...)
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  34.  25
    Education, Digitization and Literacy Training: A Historical and Cross-Cultural Perspective.Joris Vlieghe - 2016 - Educational Philosophy and Theory 48 (6).
    In this article, I deal with the transition from traditional ‘school’ forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution ‘school’ is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding what it (...)
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  35.  7
    Habilidades sociales Y construcción de procesos sociales participativos en las madres comunitarias.Constanza Árias Ortiz - 2009 - Revista Aletheia 1 (2).
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  36.  24
    The Operationalisation of Religion and World View in Surveys of Nurses' Attitudes Toward Euthanasia and Assisted Suicide.Joris Gielen, Stef Van den Branden & Bert Broeckaert - 2009 - Medicine, Health Care and Philosophy 12 (4):423-431.
    Most quantitative studies that survey nurses’ attitudes toward euthanasia and/or assisted suicide, also attempt to assess the influence of religion on these attitudes. We wanted to evaluate the operationalisation of religion and world view in these surveys. In the Pubmed database we searched for relevant articles published before August 2008 using combinations of search terms. Twenty-eight relevant articles were found. In five surveys nurses were directly asked whether religious beliefs, religious practices and/or ideological convictions influenced their attitudes, or the respondents (...)
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  37.  8
    Lineage Based Differences in Grandparental Investment: A Gender Alternative.Joris Ghysels - 2012 - Journal of Biosocial Science 44 (3):373-375.
  38.  26
    The Sweet Tyranny of Creating One's Own Life: Rethinking Power and Freedom in English Teaching.Jory Brass - 2010 - Educational Theory 60 (6):703-717.
    In this historical study of English teaching, Jory Brass adopts a governmentality perspective to highlight the contingency and limits of pedagogical arguments that construct an oppositional relation between power and freedom. In the first part of the essay, Brass historicizes contemporary critiques of transmission pedagogies by comparing them with touchstone pedagogical texts of the 1890s through the 1920s. Next, he revisits two early twentieth‐century pedagogical frameworks to identify links among power, freedom, choice, and social norms that are obscured in (...)
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  39.  33
    “Cogitor Ergo Sum”: On the Meaning and Relevance of Baader's Theological Critique of Descartes.Joris Geldhof - 2005 - Modern Theology 21 (2):237-251.
    This paper examines the arguments on the basis of which Franz Baader , the almost forgotten contemporary of Hegel and Schelling, rejected Descartes’ philosophy so decisively, that, at the end of his life, he wrote to a friend that he passionately wanted to put an end to Cartesianism. I defend the thesis that Baader's hostility to Cartesianism was ultimately grounded in a theological idea, and that his holistic and emphatically Christian thought can only be adequately understood in the light of (...)
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  40.  57
    Vera Zasulich’s Critique of Neo-Populism.Constanza Bosch Alessio & Daniel Gaido - 2015 - Historical Materialism 23 (4):93-125.
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  41. Joris van Eijnatten: Liberty and Concord in the United Provinces: Religious Toleration and the Public in the Eighteenth-Century Netherlands.J. C. Laursen - 2004 - British Journal for the History of Philosophy 12 (1):191-193.
     
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  42.  27
    Physical Education as 'Means Without Ends': Towards a New Concept of Physical Education.Joris Vlieghe - 2013 - Educational Philosophy and Theory 45 (9):934-948.
    This article is concerned with the educational value of raising the human body at school. Drawing inspiration from the work of Giorgio Agamben, I develop a new perspective that explores the possibility of taking the concept of physical education in a literal sense. This is to say that the specific educational content of physical education (in contradistinction to organized sporting life outside school) resides in its concentration on the physical ?as such?. This is not an obvious path to explore, because (...)
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  43.  21
    Is There a Domain-General Cognitive Structuring System? Evidence From Structural Priming Across Music, Math, Action Descriptions, and Language.Joris Van de Cavey & Robert J. Hartsuiker - 2016 - Cognition 146:172-184.
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  44.  16
    Alphabetization as Emancipatory Practice: Freire, Rancière, and Critical Pedagogy.Joris Vlieghe - forthcoming - Philosophy of Education.
  45.  9
    L’affaire Gaufridy : possession, sorcellerie et eschatologie dans la France du premier xviie siècle.Joris Astier - 2019 - Revue des Sciences Religieuses 93:111-136.
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  46. Usos y aplicaciones del pensamiento de Michel Foucalut en el estudio de los tratados anti-mágicos de Lope de Barrientos.Constanza E. Cavallero - 2010 - A Parte Rei 69:4.
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  47.  2
    Vestige of the Third Force: Willem Bilderdijk, Poet, Anti-Skeptic, Millenarian.Joris van Eijnatten - 2001 - Journal of the History of Ideas 62 (2):313-333.
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  48.  11
    Gladiators in the Theatre.E. J. Jory - 1986 - Classical Quarterly 36 (2):537-539.
    While restating the correct interpretation of the prologue to the Hecyra of Terence in CQ 32, 134 F. H. Sandbach has this to say: ‘Possibly the widespread view which the translators and I reject has been encouraged by disbelief that the theatre could be used for gladiatorial combat. It is true that there is no reliable evidence for such use at Rome, for Donatus' statement “hoc abhorret a nostra consuetudine uerumtamen apud antiquos gladiatores in theatro spectabantur” may be no more (...)
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  49.  3
    Joris Vandendriessche; Evert Peeters; Kaat Wils . Scientists’ Expertise as Performance: Between State and Society, 1860–1960. Xv + 239 Pp., Figs., Index. London: Pickering & Chatto, 2015. £95. [REVIEW]Heinrich Hartmann - 2017 - Isis 108 (2):465-467.
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  50.  7
    Age-Appropriate Wisdom?Eric Schniter, Shane J. Macfarlan, Juan J. Garcia, Gorgonio Ruiz-Campos, Diego Guevara Beltran, Brenda B. Bowen & Jory C. Lerback - 2021 - Human Nature 32 (1):48-83.
    We investigate whether age profiles of ethnobiological knowledge development are consistent with predictions derived from life history theory about the timing of productivity and reproduction. Life history models predict complementary knowledge profiles developing across the lifespan for women and men as they experience changes in embodied capital and the needs of dependent offspring. We evaluate these predictions using an ethnobiological knowledge assessment tool developed for an off-grid pastoralist population known as Choyeros, from Baja California Sur, Mexico. Our results indicate that (...)
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