9 found
D. K. Johnston [7]D. Kay Johnston [2]
  1.  90
    Propositions and Propositional Acts.D. K. Johnston - 2009 - Canadian Journal of Philosophy 39 (3):pp. 435-462.
    Suppose that John asks, ‘Is the window open?’ and Mary replies, ‘The window is open.’ Then John and Mary have produced two distinct utterances, and in doing so, they have performed two different kinds of speech act. But clearly there is something that these utterances have in common. According to the standard theory of speech acts, in these utterances different illocutionary forces have been applied to the same propositional content. Similarly, if John and Mary both believe that roses are red, (...)
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  2.  25
    Cheating: Reflections on a Moral Dilemma.D. Kay Johnston - 1991 - Journal of Moral Education 20 (3):283-291.
    Abstract This essay tells my story of using the moral orientations of justice and care to help me think about an incident of cheating in a seminar I taught. My story takes as a starting point the idea that teaching is a relational activity and that morality fundamentally concerns relations among people. These moral orientations gave me options to think about exploring, with my students, what it means to make moral choices in our everyday life. This narrative is about my (...)
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  3.  26
    Universal First-Order Definability in Modal Logic.R. E. Jennings, D. K. Johnston & P. K. Schotch - 1980 - Zeitschrift fur mathematische Logik und Grundlagen der Mathematik 26 (19-21):327-330.
  4.  22
    Universal First‐Order Definability in Modal Logic.R. E. Jennings, D. K. Johnston & P. K. Schotch - 1980 - Mathematical Logic Quarterly 26 (19‐21):327-330.
  5.  17
    Cheating: Limits of Individual Integrity.D. Kay Johnston - 1996 - Journal of Moral Education 25 (2):159-171.
    Abstract Cheating is an issue with which most students deal in their school years. In this paper, college students who have taken a mid?term exam in which cheating occurred are interviewed about their views of this incident. Their words reveal not only their individual responses and solutions to this dilemma, but also their views of what teachers can and could do. They also reveal the limitations of seeing the dilemma only in dichotomous terms, cheaters vs. non?cheaters, teacher vs. students, or (...)
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  6.  55
    The Natural History of Fact.D. K. Johnston - 2004 - Australasian Journal of Philosophy 82 (2):275 – 291.
    The article provides an example of the application of the techniques and results of historical linguistics to traditional problems in the philosophy of language. It takes as its starting point the dispute about the nature of facts that arose from the 1950 Aristotelian Society debate between J. L. Austin and P. F. Strawson. It is shown that, in some cases, expressions containing the noun fact refer to actions and events; while in other cases, such expressions do not have a referring (...)
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  7.  54
    The Paradox of Indicative Conditionals.D. K. Johnston - 1996 - Philosophical Studies 83 (1):93 - 112.
    In his 1987 book _Conditionals, Frank Jackson presents an argument to the effect that the indicative conditionals of natural language have the same truth conditions as the material conditional of truth-functional logic. This Jackson refers to as the "paradox of indicative conditionals." I offer a solution to this paradox by arguing that some conditionals that appear to be in the indicative mood are actually subjunctives, to which the paradox does not apply. I support this proposed solution with some historical observations (...)
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  8.  22
    The $N$-Adic First-Order Undefinability of the Geach Formula.R. E. Jennings, P. K. Schotch & D. K. Johnston - 1981 - Notre Dame Journal of Formal Logic 22 (4):375-378.
  9. Paradox-Tolerant Logic.Raymond E. Jennings & D. K. Johnston - 1983 - Logique Et Analyse 26 (3):291-308.
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