Results for 'Eric Thomas Sievers'

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  1.  8
    Antecedent rationalization: Rationalization prior to action.Eric Thomas Sievers - 2020 - Behavioral and Brain Sciences 43.
    Often times we find ourselves wrestling with the urge to commit a non-rational action. When this happens, we are quite good at adopting quasi-beliefs that, if true, would make the action rational. In other words, rationalization often occurs antecedent to a behavioral choice. A complete account of the evolutionary history of rationalization must include antecedent rationalization.
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  2.  40
    Morality, Leadership, and Public Policy: On Experimentalism in Ethics.Eric Thomas Weber - 2010 - Bloomsbury Academic.
    In Morality, Leadership, and Public Policy, Eric Weber argues for an experimentalist approach to moral theory in addressing practical problems in public policy. The experimentalist approach begins moral inquiry by examining public problems and then makes use of the tools of philosophy and intelligent inquiry to alleviate them. -/- Part I surveys the uses of practical philosophy and answers criticisms - including religious challenges - of the approach, presenting a number of areas in which philosophers' intellectual efforts can prove (...)
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  3. From metagenomics to the metagenome: Conceptual change and the rhetoric of translational genomic research.Eric Thomas Juengst & John Edward Huss - 2009 - Genomics, Society, and Policy 5 (3):1-19.
    As the international genomic research community moves from the tool-making efforts of the Human Genome Project into biomedical applications of those tools, new metaphors are being suggested as useful to understanding how our genes work – and for understanding who we are as biological organisms. In this essay we focus on the Human Microbiome Project as one such translational initiative. The HMP is a new ‘metagenomic’ research effort to sequence the genomes of human microbiological flora, in order to pursue the (...)
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  4.  92
    Dewey and Rawls on Education.Eric Thomas Weber - 2008 - Human Studies 31 (4):361-382.
    In this paper I compare the roles that the explicit and implicit educational theories of John Dewey and John Rawls play in their political works to show that Rawls’s approach is skeletal and inappropriate for defenders of democracy. I also uphold Dewey’s belief that education is valuable in itself, not only derivatively, contra Rawls. Next, I address worries for any educational theory concerning problems of distributive justice. Finally, I defend Dewey’s commitment to democracy as a consequence of the demands of (...)
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  5. Proper names and persons: Peirce's semiotic consideration of proper names.Eric Thomas Weber - 2008 - Transactions of the Charles S. Peirce Society 44 (2):pp. 346-362.
    Charles S. Peirce’s theory of proper names bears helpful insights for how we might think about his understanding of persons. Persons, on his view, are continuities, not static objects. I argue that Peirce’s notion of the legisign, particularly proper names, sheds light on the habitual and conventional elements of what it means to be a person. In this paper, I begin with an account of what philosophers of language have said about proper names in order to distinguish Peirce’s theory of (...)
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  6.  2
    What Experimentalism Means in Ethics.Eric Thomas Weber - 2011 - Journal of Speculative Philosophy 25 (1):98-115.
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  7.  53
    What experimentalism means in ethics.Eric Thomas Weber - 2011 - Journal of Speculative Philosophy 25 (1):98-115.
    The factors which have brought society to its present pass and impasse contain forces which, when released and constructively utilized, form the positive basis of an educational philosophy and practice that will recover and will develop our original national ideals. The basic principle in that philosophy and practice is that we should use that method of experimental action called natural science to form a disposition which puts a supreme faith in the experimental use of intelligence in all situations of life.In (...)
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  8.  23
    Self-Respect and a Sense of Positive Power: On Protection, Self-Affirmation, and Harm in the Charge of "Acting White".Eric Thomas Weber - 2016 - Journal of Speculative Philosophy 30 (1):45-63.
    Education is among the forces with which oppressed people can become empowered. Nevertheless, the public policy nonprofit organization Demos has found that the median wealth of white high school dropouts in 2013 was higher than for black college graduates in the United States.1 The harsh realities of prejudice and limits on opportunity for historically disadvantaged communities motivate debates about how best to prepare, educate, and protect young people. The philosophical literature in the liberal political tradition has paid considerable attention to (...)
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  9.  31
    Lessons from America's Public Philosopher.Eric Thomas Weber - 2015 - Journal of Speculative Philosophy 29 (1):118-135.
    This article argues for a definition of public philosophy inspired by John Dewey’s understanding of the “supreme intellectual obligation.” The first section examines five strong reasons why more public philosophy is needed and why the growing movement in public philosophy should be encouraged. The second section begins with a review of common understandings of public philosophy as well as some initial challenges that call for widening our conception of the practice. Then, it applies Dewey’s argument in “The Supreme Intellectual Obligation” (...)
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  10.  3
    Freedom in Education for Diversity of Flourishing.Eric Thomas Weber - 2024 - Transactions of the Charles S. Peirce Society 59 (3):332-347.
    Abstract:This essay explores key values of John Lachs's work, especially freedom, diversity, and human flourishing, when applied to the history of the philosophy of education as well as to the practical problems of policy and implementation today in American schools. I consider the importance and tensions involved in these values in the thinking of Plato, Jean-Jacques Rousseau, and John Dewey. Next, I examine necessary and then avoidable challenges of operationalizing freedom and diversity in schools, especially in tensions with recent policy (...)
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  11.  9
    Don't "Just Google It": Deweyan Perspectives on Participatory Learning with Online Tools.Eric Thomas Weber, Heather Cowherd & Mia Morales - 2023 - Education and Culture 38 (1):64-81.
    Abstract:John Dewey argued that for education to be democratic, it is important for students to be not merely spectators but also participants in learning. Teachers sometimes find personal computing devices to be distracting or to contribute to passivity rather than activity in the classroom. In this essay we examine the question of whether a student’s Google search on a subject matter discussed in class is participatory or passive. We argue that with proper guidance students’ use of online searches and related (...)
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  12.  36
    Converging on Culture: Rorty, Rawls, and Dewey on Culture’s Role in Justice.Eric Thomas Weber - 2014 - Essays in the Philosophy of Humanism 22 (2):231-261.
    In this essay, I review the writings of three philosophers whose work converges on the insight that we must attend to and reconstruct culture for the sake of justice. John Rawls, John Dewey, and Richard Rorty help show some of the ways in which culture can enable or undermine the pursuit of justice. They also offer resources for identifying tools for addressing the cultural challenges impeding justice. I reveal insights and challenges in Rawls’s philosophy as well as tools and solutions (...)
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  13.  63
    Correcting political correctness.Eric Thomas Weber - 2016 - The Philosophers' Magazine 72:113-114.
  14.  5
    Communities Take Roots.Eric Thomas Weber - 2020 - Contemporary Pragmatism 17 (2-3):124-145.
    This article draws on the past and present work of the Society of Philosophers in America, Inc. to consider eight challenges for growing communities of philosophical conversation in ways that pragmatism encourages and calls for, in terms of engaged public philosophy. The essay then proposes ways of addressing the eight challenges with solutions or outlooks for overcoming or diminishing obstacles to engaged, public philosophical and conversational community-building. The author argues that it is vital especially for pragmatists, but also for philosophers (...)
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  15.  6
    Education for Technological Threats to Democracy.Eric Thomas Weber - 2023 - Contemporary Pragmatism 20 (1-2):38-52.
    This paper examines Larry A. Hickman’s warnings about the dangers of algorithmic technologies for democracy and then considers educational policy initiatives that are important for combatting such threats over the long term. John Dewey’s philosophy is considered both in Hickman’s work and in this paper’s review of what Dewey called the “Supreme Intellectual Obligation.” Dewey’s insights highlight crucial tasks necessary and called for with respect to education to value and appreciate the sciences and what they can do to serve humanity. (...)
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  16.  21
    James's Critiques of the Freudian Unconscious- 25 years earlier.Eric Thomas Weber - 2012 - William James Studies 9 (1).
    In The Principles of Psychology, William James addressed ten justifications for the concept of the unconscious mind, each of which he refuted. Twenty – five years later in The Unconscious, Freud presented many of the same, original arguments to justify the unconscious, without any acknowledgement of James’s refutations. Some scholars in the last few decades have claimed that James was in fact a supporter of a Freudian unconscious, contrary to expectations. In this essay, I first summarize Freud’s justification for the (...)
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  17.  15
    James, Dewey, And Democracy.Eric Thomas Weber - 2009 - William James Studies 4:90-110.
    In this paper I examine John Dewey's correspondence and selected writings to illuminate Dewey's understanding of and possible shaping of William James's work as it pertains to politics and democracy. I suggest a way of seeing a richer connection between the thinkers than has been portrayed and a picture of influence flowing from Dewey to James.
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  18. Lessons for Leadership from Keping and Dewey.Eric Thomas Weber - 2008 - Skepsis: A Journal for Philosophy and Interdisciplinary Research 19 (1-2).
     
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  19.  38
    On Applying Ethics: Who’s Afraid of Plato’s Cave?Eric Thomas Weber - 2010 - Contemporary Pragmatism 7 (2):91-103.
    The present paper is a response to Gerald Gaus, who has argued that philosophers should not apply ethics. After a critical evaluation of Gaus's arguments, I present several ways which Sidney Hook has outlined for philosophers to bring their skills to bear fruitfully on public policy matters. Following Hook's list, I offer three of my own suggestions for further ways in which philosophers can positively contribute to the application of ethics and of philosophy generally. Finally, I propose the venue of (...)
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  20.  33
    Oliver Wendell Holmes, Jr., Legal Theory, and Judicial Restraint (review).Eric Thomas Weber - 2012 - The Pluralist 7 (3):136-139.
  21.  3
    Philosophy Bakes Bread.Eric Thomas Weber - 2019 - The Philosophers' Magazine 87:119-120.
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  22.  12
    Rawls, Dewey, and Constructivism: On the Epistemology of Justice.Eric Thomas Weber - 2010 - London: Continuum International Publishing Group.
    Examines problems in Rawls' epistemology, approached from a Deweyan perspective, to argue for a thoroughly constructivist idea of justice and its practical implications for education. >.
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  23.  28
    Oliver Wendell Holmes, Jr., Legal Theory, and Judicial Restraint.Eric Thomas Weber - 2012 - The Pluralist 7 (3):136-139.
  24.  59
    Religion, Public Reason, and Humanism: Paul Kurtz on Fallibilism and Ethics.Eric Thomas Weber - 2008 - Contemporary Pragmatism 5 (2):131-147.
    I present a persistent religious moral theory, known as divine command theory, which conflicts with liberal political thought. John Rawls's notion of public reason offers a framework for thinking about this conflict, but it has been criticized for demanding great restrictions on religious considerations in public deliberation. I argue that although Paul Kurtz is critical of organized religion, his epistemological suggestions and ethical theory offer a feasible way to build common moral ground between atheists, secularists, and theists, so long as (...)
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  25.  7
    The Pragmatist’s Call to Democratic Activism in Higher Education.Eric Thomas Weber - 2020 - Essays in Philosophy 21 (1):29-45.
    This essay defends the Pragmatist’s call to activism in higher education, understanding it as a necessary development of good democratic inquiry. Some criticisms of activism have merit, but I distinguish crass or uncritical activism from judicious activism. I then argue that judicious activism in higher education and in philosophy is not only defensible, but both called for implicitly in the task of democratic education as well as an aspect of what John Dewey has articulated as the supreme intellectual obligation, namely (...)
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  26.  6
    The Unavoidable, the Avoidable, and the Viciously Intentional Costs of Comfort.Eric Thomas Weber - 2016 - Southwest Philosophy Review 32 (1):19-24.
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  27. Abstraction in Fitch's Basic Logic.Eric Thomas Updike - 2012 - History and Philosophy of Logic 33 (3):215-243.
    Fitch's basic logic is an untyped illative combinatory logic with unrestricted principles of abstraction effecting a type collapse between properties (or concepts) and individual elements of an abstract syntax. Fitch does not work axiomatically and the abstraction operation is not a primitive feature of the inductive clauses defining the logic. Fitch's proof that basic logic has unlimited abstraction is not clear and his proof contains a number of errors that have so far gone undetected. This paper corrects these errors and (...)
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  28.  36
    A Community of Individuals. [REVIEW]Eric Thomas Weber - 2006 - Teaching Philosophy 29 (1):72-74.
  29.  11
    A Community of Individuals. [REVIEW]Eric Thomas Weber - 2006 - Teaching Philosophy 29 (1):72-74.
  30.  6
    A Democracy of Distinction. [REVIEW]Eric Thomas Weber - 2006 - Review of Metaphysics 60 (2):396-397.
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  31.  38
    Linking Visions. [REVIEW]Eric Thomas Weber - 2006 - Teaching Philosophy 29 (4):367-369.
  32.  4
    Linking Visions. [REVIEW]Eric Thomas Weber - 2006 - Teaching Philosophy 29 (4):367-369.
  33. Cause and burn.David Rose, Eric Sievers & Shaun Nichols - 2021 - Cognition 207 (104517):104517.
    Many philosophers maintain that causation is to be explicated in terms of a kind of dependence between cause and effect. These “dependence” theories are opposed by “production” accounts which hold that there is some more fundamental causal “oomph”. A wide range of experimental research on everyday causal judgments seems to indicate that ordinary people operate primarily with a dependence-based notion of causation. For example, people tend to say that absences and double preventers are causes. We argue that the impression that (...)
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  34.  10
    Philosophical Pragmatism and International Relations: Essays for a Bold New World.Brian E. Butler, Matthew J. Brown, Phillip Deen, Loren Goldman, John Kaag, John Ryder, Patricia Shields, Joseph Soeters & Eric Thomas Weber - 2013 - Lexington Books.
    Philosophical Pragmatism and International Relations bridges the gap between philosophical pragmatism and international relations, two disciplinary perspectives that together shed light on how to advance the study and conduct of foreign affairs. Authors in this collection discuss a broad range of issues, from policy relevance to peacekeeping operations, with an eye to understanding how this distinctly American philosophy, pragmatism, can improve both international relations research and foreign policy practice.
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  35.  25
    Žižek's Marx: 'Sublime Object' or a 'Plague of Fantasies'?Martin Hart-Landsberg, Paul Burkett, Paresh Chattopadhyay, Christopher J. Arthur, Geoff Kennedy, Andrew Robinson, Simon Tormey, John Eric Marot, Martin Thomas & Wal Suchting - 2006 - Historical Materialism 14 (3):145-174.
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  36. Cause, "Cause", and Norm.John Schwenkler & Eric Sievers - 2022 - In Pascale Willemsen & Alex Wiegmann (eds.), Advances in Experimental Philosophy of Causation. pp. 123-144.
    This chapter presents a series of experiments that elicit causal judgments using statements that do not include the verb "to cause". In particular, our interest is in exploring the extent to which previously observed effects of normative considerations on agreement with what we call "cause"-statements, i.e. those of the form "X caused ..." extend as well to those of the form "X V-ed Y", where V is a lexical causative. Our principal finding is that in many cases the effects do (...)
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  37. The extended cognition thesis: Its significance for the philosophy of (cognitive) science.Eric Arnau, Anna Estany, Rafael González del Solar & Thomas Sturm - 2014 - Philosophical Psychology 27 (1):1-18.
    While the extended cognition (EC) thesis has gained more followers in cognitive science and in the philosophy of mind and knowledge, our main goal is to discuss a different area of significance of the EC thesis: its relation to philosophy of science. In this introduction, we outline two major areas: (I) The role of the thesis for issues in the philosophy of cognitive science, such as: How do notions of EC figure in theories or research programs in cognitive science? Which (...)
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  38. Cognitive Externalism Meets Bounded Rationality.Eric Arnau, Saray Ayala & Thomas Sturm - 2014 - Philosophical Psychology 27 (1):50-64.
    When proponents of cognitive externalism (CE) turn to empirical studies in cognitive science to put the framework to use and to assess its explanatory success, they typically refer to perception, memory, or motor coordination. In contrast, not much has been said about reasoning. One promising avenue to explore in this respect is the theory of bounded rationality (BR). To clarify the relationship between CE and BR, we criticize Andy Clark's understanding of BR, as well as his claim that BR does (...)
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  39.  24
    The Problem of Bildung and the Basic Structure of Bildungstheorie.Thomas Rucker & Eric Dan Gerónimo - 2017 - Studies in Philosophy and Education 36 (5):569-584.
    In this article, an attempt is made to introduce a systematization of the loosely connected group of authors called Bildungstheorie. This ought to not only be of significance for German-speaking educational science, for the concept of Bildung is also increasingly used internationally for the formulation and development of pedagogical issues. It is proposed that the concept of complexity could be suitable for bringing attention to common presuppositions in the theoretical dealing with the problem of Bildung. The thesis is that Bildung (...)
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  40.  39
    The Speed of Change: Towards a Discontinuity Theory of Immunity?Thomas Pradeu, Sébastien Jaeger & Eric Vivier - 2013 - Nature Reviews Immunology 13 (10):764–769.
    Immunology — though deeply experimental in everyday practice — is also a theoretical discipline. Recent advances in the understanding of innate immunity, how it is triggered and how it shares features that have previously been uniquely ascribed to the adaptive immune system, can contribute to the refinement of the theoretical framework of immunology. In particular, natural killer cells and macrophages are activated by transient modifications, but adapt to long-lasting modifications that occur in the surrounding tissue environment. This process facilitates the (...)
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  41.  16
    Paradigm and Ideology in Educational Research: The Social Functions of the Intellectual.Eric Hoyle & Thomas S. Popkewitz - 1985 - British Journal of Educational Studies 33 (3):306.
  42.  38
    Legitimacy and Organizational Sustainability.Tom E. Thomas & Eric Lamm - 2012 - Journal of Business Ethics 110 (2):191-203.
    The literature regarding social and environmental sustainability of business focuses primarily on rationales for adopting sustainability strategies and operational practices in support of that goal. In contrast, we examine sustainability from a perspective that has received far less research attention—attitudes that inform managerial decision-making. We develop a conceptual model that identifies six elemental categories of attitudes that can be held independently or aggregated to yield a meta-attitude representing the legitimacy of sustainability. Our model distinguishes among three types of internally held (...)
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  43.  1
    History of Political Ideas, Volume 7 (Cw25): The New Order and Last Orientation.Eric Voegelin, Jurgen Gebhardt & Thomas Hollweck (eds.) - 1989 - University of Missouri.
    In _The New Order and Last Orientation,_ Eric Voegelin explores two distinctly different yet equally important aspects of modernity. He begins by offering a vivid account of the political situation in seventeenth-century Europe after the decline of the church and the passing of the empire. Voegelin shows how the intellectual and political disorder of the period was met by such seemingly disparate responses as Grotius's theory of natural right, Hobbes's _Leviathan,_ the role of the Fronde in the formation of (...)
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  44.  2
    Published Essays: 1934-1939.Thomas Heilke & Eric Voegelin - 1989 - University of Missouri.
    Annotation In this collection of essays, which covers the years from 1934 to 1939, we see Eric Voegelin in the role of both scholar and public intellectual in Vienna until he was forced to flee the Nazi terror that descended on Austria in 1938. These essays encompass a broad spectrum of topics, ranging from Austrian politics, Austrian constitutional history, and European racism, to questions of the formation and expression of public opinion, theories of administrative law, and the role of (...)
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  45.  16
    What is History? And Other Late Unpublished Writings.Eric Voegelin, Thomas Hollweck & Paul Caringella (eds.) - 1989 - University of Missouri.
    This volume contains the most significant pieces of unpublished writing completed by Eric Voegelin during an important time of his career.
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  46. Published Essays 1922-1928.Eric Voegelin, Thomas W. Heilke & John von Heyking - 2003
     
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  47.  22
    Reuniting philosophy and science to advance cancer research.Thomas Pradeu, Bertrand Daignan-Fornier, Andrew Ewald, Pierre-Luc Germain, Samir Okasha, Anya Plutynski, Sébastien Benzekry, Marta Bertolaso, Mina Bissell, Joel S. Brown, Benjamin Chin-Yee, Ian Chin-Yee, Hans Clevers, Laurent Cognet, Marie Darrason, Emmanuel Farge, Jean Feunteun, Jérôme Galon, Elodie Giroux, Sara Green, Fridolin Gross, Fanny Jaulin, Rob Knight, Ezio Laconi, Nicolas Larmonier, Carlo Maley, Alberto Mantovani, Violaine Moreau, Pierre Nassoy, Elena Rondeau, David Santamaria, Catherine M. Sawai, Andrei Seluanov, Gregory D. Sepich-Poore, Vanja Sisirak, Eric Solary, Sarah Yvonnet & Lucie Laplane - 2023 - Biological Reviews 98 (5):1668-1686.
    Cancers rely on multiple, heterogeneous processes at different scales, pertaining to many biomedical fields. Therefore, understanding cancer is necessarily an interdisciplinary task that requires placing specialised experimental and clinical research into a broader conceptual, theoretical, and methodological framework. Without such a framework, oncology will collect piecemeal results, with scant dialogue between the different scientific communities studying cancer. We argue that one important way forward in service of a more successful dialogue is through greater integration of applied sciences (experimental and clinical) (...)
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  48.  24
    Musical Agency during Physical Exercise Decreases Pain.Thomas H. Fritz, Daniel L. Bowling, Oliver Contier, Joshua Grant, Lydia Schneider, Annette Lederer, Felicia Höer, Eric Busch & Arno Villringer - 2018 - Frontiers in Psychology 8.
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  49.  19
    Understanding why we age and how: Evolutionary biology meets different model organisms and multi‐level omics.Eric Gilson & Thomas C. G. Bosch - 2016 - Bioessays 38 (6):494-497.
    The conference explored an extraordinary diversity of aging strategies in organisms ranging from short‐lived species to “immortal” animals and plants. Research on the biological processes of aging is at the brink of a revolution with respect to our understanding of its underlying mechanisms as well as our ability to prevent and cure a wide variety of age‐related pathologies.
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  50.  6
    The logical and empirical bases of conservation judgements.Thomas R. Shultz, Arlene Dover & Eric Amsel - 1979 - Cognition 7 (2):99-123.
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