Results for 'Emile Kok-Kheng Yeoh'

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  1.  6
    From Status Inconsistency to Revisionism: Russian Foreign Policy After Color Revolutions.Esmaeil Mazloomi, Emile Kok-Kheng Yeoh & Mohd Aminul Karim - 2018 - Japanese Journal of Political Science 19 (3):489-506.
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  2. Objektiver Und Absoluter Geist Nach Hegel: Kunst, Religion Und Philosophie Innerhalb Und Außerhalb von Gesellschaft Und Geschichte.Thomas Oehl & Arthur Kok (eds.) - 2018 - Brill.
    In _Objektiver und absoluter Geist_ nach Hegel Oehl and Kok offer an extensive selection of papers by established Hegel scholars exploring the wide spectrum of Hegel’s philosophy of spirit from the viewpoint of the distinction between objective and absolute spirit.
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  3.  79
    A Corporate Social Responsibility Audit Within a Quality Management Framework.Ton van der Wiele, Peter Kok, Richard McKenna & Alan Brown - 2001 - Journal of Business Ethics 31 (4):285 - 297.
    In this paper a corporate social responsibility audit is developed following the underlying methodology of the quality award/excellence models. Firstly the extent to which the quality awards already incorporate the development of social responsibility is examined by looking at the Malcolm Baldrige National Quality Award and the European Quality Award. It will be shown that the quality awards do not yet include ethical aspects in relation to social responsibility. Both a clear definition of social responsibility and an improved audit instrument (...)
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  4.  90
    Unproven Treatment in Childhood Oncology--How Far Should Paediatricians Co-Operate?C. Yeoh, E. Kiely & H. Davies - 1994 - Journal of Medical Ethics 20 (2):75-76.
    Parents of children with terminal illness may try many different types of alternative and unproven treatment, not all recognised by the medical establishment. When active participation is requested difficult ethical dilemmas may arise. We present one such case, a child of five years with an inoperable posterior fossa brain tumour.
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  5.  10
    Mobility and the City.B. S. A. Yeoh - 2006 - Theory, Culture and Society 23 (2-3):150-152.
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  6.  8
    Jekyll and Hyde: Evolving Perspectives on the Function and Potential of the Adult Liver Progenitor (Oval) Cell.Belinda Knight, Vance B. Matthews, John K. Olynyk & George C. Yeoh - 2005 - Bioessays 27 (11):1192-1202.
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  7.  24
    Heinrich von Gent über Metaphysik als erste Wissenschaft. Studien zu einem Metaphysikentwurf aus dem letzten Viertel des 13. Jahrhunderts.Femke Kok - 2008 - Early Science and Medicine 13 (2):206-207.
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  8.  4
    Vollenhoven and 'Scriptural Philosophy'.John Kok - 1988 - Philosophia Reformata 53 (2):101-142.
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  9.  21
    Duitslands eerste filosofische bestseller.Arthur Kok - 2009 - Wijsgerig Perspectief 49 (1):44.
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  10.  9
    Democratie Als Zelfwetgeving.Arthur Kok - 2013 - Algemeen Nederlands Tijdschrift voor Wijsbegeerte 105 (2):103 - 106.
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  11.  12
    Ethnicity and Obstetric Performance in Singapore.O. A. C. Viegas, W. P. Leong, Y. T. Chia, S. C. Yeoh & S. S. Ratnam - 1995 - Journal of Biosocial Science 27 (2):151-162.
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  12.  20
    On Restrictions on Transformational Grammars Reducing the Generative Power.Theo Janssen, Gerard Kok & Lambert Meertens - 1977 - Linguistics and Philosophy 1 (1):111 - 118.
    Various restrictions on transformational grammars have been investigated in order to reduce their generative power from recursively enumerable languages to recursive languages.It will be shown that any restriction on transformational grammars defining a recursively enumerable subset of the set of all transformational grammars, is either too weak (in the sense that there does not exist a general decision procedure for all languages generated under such a restriction) or too strong (in the sense that there exists a recursive language that cannot (...)
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  13.  9
    What Can We Know About God?Femke J. Kok - 2010 - Recherches de Theologie Et Philosophie Medievales 77 (1):137-171.
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  14.  15
    Health Care Reform and Societal Values.Hong Fung, Nancy Tse & E. K. Yeoh - 1999 - Journal of Medicine and Philosophy 24 (6):638 – 652.
    Hong Kong is undergoing a public debate on the need to reform and future directions of reforming its health care system. This paper highlights the debates and considerations brought up by the Hospital Authority, the largest provider of public health care in Hong Kong, on the ethical principles and societal values underlying the upcoming reform. It is recognized that the exact meanings behind each ethical principle and value must be debated and clarified during the reform process. In a modern day (...)
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  15.  7
    Is Subfertility a Medical Condition?Jeroen D. Kok - 2007 - Journal of Clinical Ethics 18 (1):49.
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  16.  6
    Probability Mismatch and Template Mismatch: A Paradox in P300 Amplitude?Albert Kok - 1988 - Behavioral and Brain Sciences 11 (3):388.
  17. Patterns of the Western Mind: A Reformed Christian Perspective.John H. Kok - 1996 - Potchefstroomse Universiteit Vir Christelike Hoër Onderwys.
     
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  18. Philosophy as Responsibility: A Celebration of Hendrik Hart's Contribution to the Discipline.James H. Olthuis, Hendrik M. Vroom, John H. Kok, Dirk H. Th Vollenhoven, Nicholas John Ansell, Stoffel N. D. Francke, Gary R. Shahinian, Jeffrey Dudiak, Lambert Zuidervaart, D. Vaden House, Carroll Guen Hart, Janet Catherina Wesselius & Perry Recker (eds.) - 2002 - Upa.
    This festschrift collects a number of insightful essays by a group of accomplished Christian scholars, all of who have either worked with or studied under Hendrik Hart during his 35-year tenure as Senior Member in Systematic Philosophy at the Institute for Christian Studies, Toronto, Canada.
     
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  19. Rousseaus Émile: En Tidlös Provokation.Lili-Ann Wolff - 2013 - Studier i Pædagogisk Filosofi 2 (1):44-69.
    One of the most legendary educational books ever written is Jean-Jacques Rousseau’s “Émile ou de l’Education”. Most obviously Rousseau wrote this book guided by diverse more or less conscious purposes and one of the main problems it presents is paradoxical: Does education have to promote freedom by force? In this article I will, firstly, present several aims that might have triggered Rousseau to write “Émile”. Secondly, I will discuss Rousseau’s view of the so called “educational paradox”. Since this quandary touches (...)
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  20.  30
    In the Shadow of Emile: Pedagogues, Pediatricians, Physical Education, 1686–1762. [REVIEW]Danièle Tosato-Rigo - 2012 - Studies in Philosophy and Education 31 (5):449-463.
    This article takes as its starting point the commonplace that Rousseau’s Emile enabled his contemporaries to discover not only childhood but physical education. Focused on what the pedestal erected for Jean-Jacques somewhat overshadows, a brief historiographic overview and a survey of some major writings on education before Rousseau (by the Abbot Fleury, John Locke, Jean-Pierre de Crousaz and Charles Rollin) will show that the ideas defended by the writer were not innovative in the slightest. But also, and this seems (...)
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  21.  14
    Une « robinsonnade » paradoxale : les leçons d'économie de l'Émile.Blaise Bachofen - 2009 - Archives de Philosophie 72 (1):75-99.
    L’Émile met en scène deux leçons de choses visant à initier l’élève à la science économique : l’une concernant le fondement du droit de propriété, l’autre concernant l’échange marchand et la division sociale du travail. Ces deux moments éducatifs donnent un précieux éclairage sur la pensée économique de Rousseau, pensée plus complexe et informée qu’on ne le considère communément. Mais c’est également dans les décisions existentielles d’émile que sont abordées philosophiquement les conditions d’un choix rationnel, la maximisation de la satisfaction (...)
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  22.  9
    A Communitarian Defense of Liberalism: Emile Durkheim and Contemporary Social Theory.Mark Cladis - 1994 - Stanford University Press.
    "This is an interesting and provocative reading of Durkheim that sheds new light on the contemporary relevance of his work and offers new and complex material for the debate over social theory. It is well written, and the style is lively.
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  23.  19
    Introduction to Emile Durkheim's "Anti-Semitism and Social Crisis".Chad Alan Goldberg & Emile Durkheim - 2008 - Sociological Theory 26 (4):299 - 323.
    Emile Durkheim's "Antis?mitisme et crise sociale," written in 1899 during the Dreyfus Affair in France, is introduced. The introduction summarizes the principal contributions that "Antis?mitisme et crise sociale" makes to the sociology of anti-Semitism, relates those contributions to Durkheim's broader theoretical assumptions and concerns, situates his analysis of anti-Semitism in its social and historical context, contrasts it to other analyses of anti-Semitism (Marxist and Zionist) that were prominent in Durkheim's time, indicates some of the revisions and additions that a (...)
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  24.  20
    Education, Virtue and Democracy in the Work of Emile Durkheim.Mark S. Cladis - 1995 - Journal of Moral Education 24 (1):37-52.
    Abstract A condition for a flourishing liberal society, I believe, is a public education similar to that recommended by Durkheim. Its heterogeneous character, embracing critical thought and shared traditions, autonomy and community, human diversity and social unity, provides a powerful support for and challenge to liberal, democratic institutions. Durkheim mingled standard liberal and communitarian values??values supporting individual rights and critical thought, on one hand, and values supporting the common good and tradition on the other. On my reading, Durkheim forged a (...)
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  25. The Study of Religion and its Meaning New Explorations in Light of Karl Popper and Emile Durkheim.Joe E. Barnhart - 1977 - Mouton.
     
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  26. Emile Durkheim Contributi Ad Una Rilettura Critica.Massimo Rosati, Ambrogio Santambrogio & Jeffrey C. Alexander - 2002
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  27. Differing Interpretations of la Conscience Collective and “the Individual” in Turkey: Émile Durkheim and the Intellectual Origins of the Republic.Hilmi Ozan Özavcı - 2014 - Journal of the History of Ideas 75 (1):113-136.
    The ideological impact of Émile Durkheim on Turkish political and social thought has long been analyzed within the framework of Ziya Gökalp’s nationalist thought. This article seeks to show that there were also liberal followers of Durkheim as seen in the works of particularly Ahmet Ağaoğlu. Ağaoğlu’s social liberalism carried Durkheimian motifs as we see in his constant emphasis on division of labor and functional differentiation as integral elements of the modern liberal mentalité, and in the importance he imputed to (...)
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  28.  14
    ‘Physics is a Kind of Metaphysics’: Émile Meyerson and Einstein’s Late Rationalistic Realism.Marco Giovanelli - unknown - European Journal for Philosophy of Science 8 (3):783-829.
    Gerald Holton has famously described Einstein’s career as a philosophical “pilgrimage”. Starting on “the historic ground” of Machian positivism and phenomenalism, following the completion of general relativity in late 1915, Einstein’s philosophy endured a speculative turn: physical theorizing appears as ultimately a “pure mathematical construction” guided by faith in the simplicity of nature and a realistic turn: science is “nothing more than a refinement ”of the everyday belief in the existence of mind-independent physical reality. Nevertheless, Einstein’s mathematical constructivism that supports (...)
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  29.  44
    The Happy and Suffering Student? Rousseau's Emile and the Path Not Taken in Progressive Educational Thought.Avi I. Mintz - 2012 - Educational Theory 62 (3):249-265.
    One of the mantras of progressive education is that genuine learning ought to be exciting and pleasurable, rather than joyless and painful. To a significant extent, Jean-Jacques Rousseau is associated with this mantra. In a theme of Emile that is often neglected in the educational literature, however, Rousseau stated that “to suffer is the first thing [Emile] ought to learn and the thing he will most need to know.” Through a discussion of Rousseau's argument for the importance of (...)
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  30.  47
    Rousseau’s Emile, or the Fear of Passions.Daniel Tröhler - 2012 - Studies in Philosophy and Education 31 (5):477-489.
    Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this articles suggests that Rousseau’s Emile is—as most of Rousseau’s other writings are, too—testimony to a brilliant and passionate writer expressing thoughts about his concern how to deal with passions—passion being one of the most disputed concepts in late seventeenth and in eighteenth century. The reading of Emile has therefore take into account polemic as a literary trope in Rousseau’s style (...)
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  31.  51
    Thinking About the Nature and Role of Authority in Democratic Education with Rousseau's Emile.Olivier Michaud - 2012 - Educational Theory 62 (3):287-304.
    Educational authority is an issue in contemporary democracies. Surprisingly, little attention has been given to the problem of authority in Jean-Jacques Rousseau's Emile and his work has not been addressed in the contemporary debate on the issue of authority in democratic education. Olivier Michaud's goals are, first, to address both of these oversights by offering an original reading of the problem of authority in Emile and then to rehabilitate the notion of “educational authority” for democratic educators today. Contrary (...)
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  32.  38
    A Mind Of Her Own: Hélène Metzger to Émile Meyerson, 1933.Cristina Chimisso & Gad Freudenthal - 2003 - Isis: A Journal of the History of Science 94:477-491.
    In May 1933 the historian of chemistry Hélène Metzger addressed a letter to the renowned historian and philosopher of science Émile Meyerson, a cri de coeur against Meyerson’s patronizing attitude toward her. This recently discovered letter is published and translated here because it is an exceptional human document reflecting the gender power structure of our discipline in interwar France. At the age of forty‐three, and with five books to her credit, Metzger was still a junior scholar in the exclusively male (...)
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  33.  52
    Emile the Citizen? A Reassessment of the Relationship Between Private Education and Citizenship in Rousseau’s Political Thought.Bjorn Gomes - 2018 - European Journal of Political Theory 17 (2):194-213.
    It is often said that the claims of man and citizen are irreconcilable in the philosophy of Jean-Jacques Rousseau. This view, most famously articulated by Judith Shklar, holds that the making of a man and the making of a citizen are to be understood as rival enterprises or competing alternatives. This reading has recently been challenged by Frederick Neuhouser. He argues that one can make a man and a citizen, but only if the education of each is performed in the (...)
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  34.  14
    Emile Boutroux, Redefining Science and Faith in the Third Republic.Joel Revill - 2009 - Modern Intellectual History 6 (3):485-512.
    Historians have convincingly shown the extent to which Protestantism played a role in the founding of the Third Republic, undermining the once canonical claim that republicanism and religion were implacably hostile opponents in the latter half of the nineteenth century. Catholics, however, continue to be viewed as nearly universally antirepublican. Analyzing the writings of philosopher Emile Boutroux and his students, this article shows how the specifically Catholic concern with the relationship between free will and scientific concepts of determinism both (...)
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  35.  17
    Natural Freedom and Moral Autonomy: Emile as Parent, Teacher and Citizen.J. Simon - 1995 - History of Political Thought 16 (1):21.
    The following analysis seeks to question Rousseau's assumptions concerning the desirability of an �education from things�. In particular, I will focus on the problematic relationship between, on one hand, the development of Emile's sense of freedom and independence, and on the other, his sense of moral autonomy. It is my contention that moral development necessarily entails both what Rousseau provides, namely a well-developed conception of individuality, and something that is sorely lacking in Rousseau's project. Turning to an analysis of (...)
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  36.  34
    Educating Émile: Jean-Jacques Rousseau on Cosmopolitanism.Georg Cavallar - 2012 - The European Legacy 17 (4):485 - 499.
    Rousseau tries to show that civic patriotism is compatible with genuine moral cosmopolitanism as well as republican cosmopolitanism (the compatibility thesis). I try to clarify these concepts, and distinguish them from other types of cosmopolitanism, such as moral, cultural, economic, and epistemological cosmopolitanisms. Rousseau winds up with a form of rooted cosmopolitanism that tries to strike a balance between republican patriotism and republican as well as thin moral cosmopolitanism, offering a synthesis through education. A careful reading of Émile shows that (...)
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  37.  34
    Émile, or on Education. [REVIEW]E. B. C. - 1981 - Review of Metaphysics 34 (4):804-806.
    Rousseau considered the Émile to be the most important of all his writings and thought it would be the one to seal his reputation as a thinker. It is not that the Émile is different in any fundamental respect from his other writings, for Rousseau insisted that however the subject might vary he always wrote according to the same principles. No, it is simply that Rousseau develops his basic argument more clearly and at greater length in this, his last substantive (...)
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  38.  89
    Kok-Chor Tan, Justice, Institutions, and Luck: The Site, Ground, and Scope of Equality , Pp. Ix + 208. [REVIEW]Daniel Halliday - 2013 - Utilitas 25 (1):121-132.
    ExtractPolitical liberals very often appeal to a so-called division of moral labour that separates the regulation of institutions from that of personal conduct. Probably the most famous statement of this idea is found in these remarks from John Rawls: The principles of justice for institutions must not be confused with the principles which apply to individuals and their actions in particular circumstances. These two kinds of principles apply to different subjects and must be discussed separately., p. 47) Kok-Chor Tan's excellent (...)
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  39.  38
    Jan van der Stoep, Pierre Bourdieu en de politieke filosofie van het multiculturalisme. Kampen 2005: Kok. 268 pagina’s. ISBN 9043511986. [REVIEW]B. C. Wearne - 2006 - Philosophia Reformata 71 (2):195-198.
    Review of Jan van der Stoep's published PhD dissertation on the work of Pierre Bourdieu.en de politieke filosofie van het multiculturalisme Kok Kampen 2005. My review is in English. van der Stoep's book is in Dutch with an English summary.
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  40.  2
    Introduction to "Emile Durkheim: Sociologist and Moralist".Stephen Turner - 1993 - In Emile Durkheim: Sociologist and Moralist. London: Routledge.
    The philosopher and moralist Alasdair Maclntyre closed his influential work, After Virtue, with a call for ‘another…Saint Benedict’. The idea of calling for a moral exemplar and savior who could change both forms and practice struck him as the only kind of serious intervention the moral thinker can make under present circumstances, What is lacking in modern life, he reasoned, is a genuine tradition of moral reasoning-moral persuasion and reasoning presuppose such a tradition. So the only choice is to create (...)
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  41.  5
    Introduction to Emile Durkheim's “Anti-Semitism and Social Crisis”.Chad Alan Goldberg - 2008 - Sociological Theory 26 (4):299-321.
    Emile Durkheim's "Antisémitisme et crise sociale," written in 1899 during the Dreyfus Affair in France, is introduced. The introduction summarizes the principal contributions that "Antisémitisme et crise sociale" makes to the sociology of anti-Semitism, relates those contributions to Durkheim's broader theoretical assumptions and concerns, situates his analysis of anti-Semitism in its social and historical context, contrasts it to other analyses of anti-Semitism that were prominent in Durkheim's time, indicates some of the revisions and additions that a fuller and more (...)
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  42.  47
    Rousseau Vivant: En Aktualisering Af Émile Med Fokus På Det Lidenskabelige Fænomenfelt.Ulla Thøgersen - 2013 - Studier i Pædagogisk Filosofi 2 (1):34-43.
    The paper focuses on Rousseau’s understanding of passionate life and especially his interpretation of erotic desire in Émile . The main argument presented is that Rousseau by his studies of erotic desire gives us at present day the possibility of radicalizing our understanding of human being in pedagogy. Firstly, by allowing us to rethink passions as important phenomena in human life and secondly, by understanding pedagogical practice as an arena which is part of forming passions, including erotic desire.
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  43.  4
    Émile Meyerson and Mass Conservation in Chemical Reactions: A Priori Expectations Versus Experimental Tests.Roberto de Andrade Martins - 2019 - Foundations of Chemistry 21 (1):109-124.
    In his celebrated historic-epistemological work Identité et réalité, Émile Meyerson claimed that the scientific conservation principles were first suggested and accepted for philosophical reasons, and only afterwards were submitted to experimental tests. One of the instances he discussed in his book is the principle of mass conservation in chemical reactions. Meyerson pointed out that several authors, from Antiquity to Kant, accepted the idea of quantitative conservation of matter; and Lavoisier himself was strongly influenced by a priori ideas, using this principle (...)
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  44.  38
    Lectures Delivered in Connection with the Dedication of the Graduate College of Princeton University in October, 1913, by Émile Boutroux, Alois Riehl, A. D. Godley, Arthur Shipley. [REVIEW]Emile Boutroux, A. D. Godley, Alois Riehl & A. E. Sir Shipley - unknown
  45. Émile Durkheim on Morality and Society Selected Writings.Emile Durkheim & Robert N. Bellah - 1973
     
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  46.  9
    The 'Flawed Parent': A Reconsideration of Rousseau's "Emile" and Its Significance for Radical Education in the United States.Scott Walter - 1996 - British Journal of Educational Studies 44 (3):260-274.
    This paper assumes the significance of Rousseau's Emile for the practice of radical education in the USA in the 1960s and 1970s. It is argued that the educational philosophy espoused in Emile is far more conservative than that actually attributed to his inspiration by some radical educators.
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  47.  25
    The Notion of Liberty in Rousseau´ s Emile.Luiz Felipe Netto de Andrade Sahd - 2005 - Trans/Form/Ação 28 (1):109-118.
    Rousseau's natural education is an attempt to show how the passions, if freed from the deformation caused by social opinion, can be morally upright; if the Émile is, Rousseau say, a treatise on man's natural goodness, this goodness is based on his fredom, and especially on the freedom of the passions.A educação natural de Rousseau é uma tentativa de mostrar como as paixões, se liberadas da deformação provocada pela opinião social, podem ser moralmente corretas. Se o Emílio, afirma Rousseau, é (...)
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  48.  19
    Can Luck Egalitarianism Serve as a Basis for Distributive Justice? A Critique of Kok-Chor Tan’s Institutional Luck Egalitarianism.Akira Inoue - 2016 - Law and Philosophy 35 (4):391-414.
    This paper examines whether Kok-Chor Tan’s institutional luck egalitarianism is successful as a pluralist luck egalitarian theory of justice and morality. In recent years, pluralist luck egalitarianism has become a salient theory of justice. Tan’s pluralist proposal for institutional luck egalitarianism is attractive because it seems to refute the metaphysical and practical challenges against luck egalitarianism. This paper demonstrates that, although Tan’s institutional luck egalitarianism is indeed a most sophisticated systematic pluralist theory of justice and morality, his argument fails because (...)
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  49.  32
    Rousseau’s Émile:Home Schooling or Educationbehind Closed Doors.Mark D. Gedney - 1999 - The Proceedings of the Twentieth World Congress of Philosophy 3:41-50.
    Rousseau’s discussion of education in Émile has for its essential background his rejection of a truly public education in modern society on the one hand and the rejection of the possibility of modern human beings developing in a state of natural innocence on the other hand. His suggestion in Émile is that a form of private education (“home-schooling”) is possible that preserves the inherent goodness of the natural state while at the same time providing the instruction necessary for the student (...)
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  50.  23
    Ecos da modernidade na lei máxima da Educação Brasileira: uma interlocução com Émile Durkheim.Catarina Barbosa Torres Gomes - 2011 - Filosofia E Educação 3 (1):p - 352.
    O objetivo deste ensaio é apresentar uma análise sucinta dos reflexos dos argumentos de Durkheim sobre educação no corpo da Lei de Diretrizes e Bases daEducação Nacional nº 9394/96. Arquiteto de um paradigma clássicopara a sociologia, que se irradia alimentando outros paradigmas de teóricos degrande envergadura, que o sucederam, Émile Durkheim conferiu àSociologia uma base empírica, com métodos próprios de investigação, demonstrando que os fatos sociais – seu objeto de estudo – teriam características próprias, que os distinguiriam dos estudados pelas (...)
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