Results for 'Eva Reich'

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Evania Reich
Universidade Federal de Santa Catarina
  1. Education & Children.Sylvia[from old catalog] Goodman, Eva Reich, Peter[from old catalog] Marin & Stanley[from old catalog] Keleman (eds.) - 1974 - [S.N.].
     
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  2. Developing the Horizons of the Mind: Reich's Response to the Commentators.K. Helmut Reich - 2003 - Zygon 38 (2):459-466.
    Some aspects of my writing the monograph Developing the Horizons of the Mind (2002) are highlighted, the central characteristics of relational and contextual reasoning (RCR) are explained, and the contributions to this symposium by John Albright, Varadaraja V. Raman, and John Teske are discussed.
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  3.  28
    U.S. Labor Secretary Robert Reich.Robert Reich & Mary Scott - 1995 - Business Ethics: The Magazine of Corporate Responsibility 9 (5):24-27.
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  4.  45
    Developing the Horizons of the Mind: Relational and Contextual Reasoning and the Resolution of Cognitive Conflict.K. Helmut Reich - 2002 - Cambridge University Press.
    Developing the Horizons of the Mind is a comprehensive book on Relational and Contextual Reasoning, a theory of the human mind which powerfully addresses key areas of human conflict such as the ideological conflict between nations, the conflict in close relationships and the conflict between science and religion. K. Helmut Reich provides a clear and accessible introduction to the fresh RCR way of thinking that encourages people to adopt an inclusive rather than an oppositional approach to conflict and problem-solving. (...)
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  5. The Challenge of Pragmatism for Constructivism: Some Perspectives in the Programme of Cologne Constructivism.Stefan Neubert & Kersten Reich - 2006 - Journal of Speculative Philosophy 20 (3):165-191.
    : In this paper we wish to give a short introduction to the programme of interactive constructivism, an approach founded by Kersten Reich and under further development at the University of Cologne. This introduction will be combined with a discussion about the importance of pragmatism as a source of a socially oriented constructivism. For the Cologne programme, especially the philosophy of John Dewey has been very helpful in this respect. We will try to show this relation in two main (...)
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  6. Pragmatism and Diversity: Dewey in the Context of Late Twentieth Century Debates.Judith M. Green, Stefan Neubert & Kersten Reich (eds.) - 2012 - Palgrave-Macmillan.
    Machine generated contents note: -- The Roots of Diversity in Pragmatist Thought--James Campbell * The Context of Diversity vs. The Problem of Diversity--William J. Gavin * Reading Dewey and Mouffe on Democratic Norms--Larry A. Hickman * Cultivating Pragmatist Cosmopolitanism: The Diverse Democratic Community after Huntington and Benhabib--Judith M. Green * Democracy: Practice as Needed--Michael Eldridge * Dewey and Levinas on Pluralism, the Other, and Democracy--Jim Garrison * Reconstruction of Philosophy and Inquiry into Human Affairs: Deweyan Pragmatism in Dialogue with the (...)
     
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  7.  19
    Deliberative Democracy in the Classroom: A Sociological View.Wendelin Reich - 2007 - Educational Theory 57 (2):187-197.
    Contemporary philosophical and political theories place high hopes on the concept of deliberative democracy. Within educational research, there seems to be widespread agreement that if students are to be educated for deliberative democracy, actual classroom deliberation constitutes an indispensable educational tool. From the standpoint of sociology and social psychology, this assumption seems plausible but unnecessarily vague. In this essay, Wendelin Reich suggests a comprehensive list of educational aims that may be associated with deliberation before reviewing research on the concept (...)
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  8. Prelude to Aesthetics.Schaper Eva - 1968 - Routledge.
    First published in 1968. Aesthetics is a living debate of issues concerning the concepts involved in speaking about the arts and the appreciation and creation of art works. But contemporary aesthetics is seriously impoverished if it forgets to take issue or come to terms with its own past. Discovering how problems first arose, and tracing their subsequent careers, can suggest perspectives for contemporary analysis in aesthetics. This book by Eva Schaper examines the views of Plato and Aristotle at the very (...)
     
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  9. Perceived Control: Theory, Research, and Practice in the First 50 Years.John W. Reich & Frank J. Infurna (eds.) - 2016 - Oxford University Press USA.
    The concept of the "locus of control" is one of the most influential in all of the psychological sciences. Initially proposed by Julian Rotter in 1966, the year 2016 marks the 50th anniversary of this remarkable breakthrough, subsequently inspiring thousands of research studies in the human sciences - research that has only served to deepen the utility of this amazing concept. Edited by John W. Reich and Frank J. Infurna, Perceived Control: Theory, Research, and Practice in the First 50 (...)
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  10. Science-and-Religion/Spirituality/Theology Dialogue: What for and by Whom?K. Helmut Reich - 2008 - Zygon 43 (3):705-718.
    In recent years the science-and-religion/spirituality/theology dialogue has flourished, but the impact on the minds of the general public, on society as a whole, has been less impressive. Also, religious believers and outspoken atheists face each other without progressing toward a common understanding. The view taken here is that achieving a more marked impact of the dialogue would be beneficial for a peaceful survival of humanity. I aim to argue the why and how of that task by analyzing three possible purposes (...)
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  11. What Needs to Be Done in Order to Bring the Science-and-Religion Dialogue Forward?K. Helmut Reich - 2007 - Zygon 42 (2):269-272.
  12.  33
    The Care-Based Ethic of Nazi Medicine and the Moral Importance of What We Care About.Warren T. Reich - 2001 - American Journal of Bioethics 1 (1):64-74.
    (2001). The Care-Based Ethic of Nazi Medicine and the Moral Importance of What We Care About. The American Journal of Bioethics: Vol. 1, No. 1, pp. 64-74.
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  13.  46
    Reconnecting Science and Spirituality: Toward Overcoming a Taboo.Harald Walach & K. Helmut Reich - 2005 - Zygon 40 (2):423-442.
  14. Kant and Greek Ethics (II.).Klaus Reich - 1939 - Mind 48 (192):446-463.
  15.  48
    Constructivism : Diversity of Approaches and Connections with Pragmatism.Kersten Reich - 2009 - In Larry A. Hickman, Stefan Neubert & Kersten Reich (eds.), John Dewey Between Pragmatism and Constructivism. Fordham University Press.
    This chapter presents some of the most important developments in contemporary constructivism and demonstrates their connections to Pragmatism. It first offers a survey of basic constructivist assumptions and different constructivist approaches, then briefly elaborates on some connections between social constructivist approaches, especially the Cologne program of interactive constructivism and John Dewey's Pragmatism. To provide a more detailed survey, it outlines some basic features and perspectives found in those versions of constructivism that are most important in current discussions. The chapter distinguishes (...)
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  16. The Dialogue Between Religion and Science: Which God?K. Helmut Reich - 2000 - Zygon 35 (1):99-113.
  17. On Regulating Homeschooling: A Reply to Glanzer.Rob Reich - 2008 - Educational Theory 58 (1):17-23.
  18.  32
    John Dewey Between Pragmatism and Constructivism.Larry A. Hickman, Stefan Neubert & Kersten Reich (eds.) - 2009 - Fordham University Press.
    This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of ...
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  19. Enlarging the Interdisciplinary Circle: Joan Koss-Chioino's and Philip Hefner's Approach to Spiritual Transformation and Healing.K. Helmut Reich - 2007 - Zygon 42 (2):553-560.
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  20.  24
    Opting Out of Education: Yoder, Mozert, and the Autonomy of Children.Rob Reich - 2002 - Educational Theory 52 (4):445-461.
  21.  25
    Rousseau and Kant.Klaus Reich - 2002 - Graduate Faculty Philosophy Journal 23 (2):35-54.
  22.  7
    Observers, Participants, and Agents in Discourses : A Consideration of Pragmatist and Constructivist Theories of the Observer.Kersten Reich - 2009 - In Larry A. Hickman, Stefan Neubert & Kersten Reich (eds.), John Dewey Between Pragmatism and Constructivism. Fordham University Press.
    This chapter examines the distinction among observers, participants, and agents from the perspective of the Cologne program of interactive constructivism. It first examines an exemplary discourse on the nonscientific theme of “beauty” using the evil stepmother in “Snow White” as an example. It discusses this theme from the perspective of interactive constructivism and interprets it as a problem between universalist and anti-universalist approaches. The chapter then demonstrates numerous connections between constructivism and Dewey's Pragmatic theory of inquiry. Dewey, for example, had (...)
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  23.  47
    Families and Schools as Compensating Agents in Moral Development for a Multicultural Society.Susan Moller Okin & Rob Reich - 1999 - Journal of Moral Education 28 (3):283-298.
    Many experts in moral education agree that the potential for empathy, a key moral emotion, is innate. However, it is also evident that this potential needs to be developed if children are to acquire crucial moral qualities such as honesty, concern for others and a sense of fairness. Our central claim is that important structural changes in both families and schools may be necessary for the development of empathy and, hence, the fostering of these moral virtues. Since many families and (...)
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  24.  34
    Interactive Constructivism in Education.Kersten Reich - 2007 - Education and Culture 23 (1):7-26.
    : Interactive constructivism and its implications for education will be introduced in four steps. (1) The context of the approach and its relation to other constructivist developments will be discussed. (2) I will examine essential pragmatic criteria in the tradition of John Dewey that are relevant for interactive constructivism. (3) More decisively than Dewey interactive constructivism launches a meta-theoretical distinction between observers, participants, and agents. (4) Communication as a chief dimension of education can be analyzed out of three perspectives: the (...)
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  25.  39
    The Relation Between Science and Theology: The Case for Complementarity Revisited.K. Helmut Reich - 1990 - Zygon 25 (4):369-390.
    . Donald MacKay has suggested that the logical concept of complementarity is needed to relate scientific and theological thinking. According to Ian Barbour, this concept should only be used within, not between, disciplines. This article therefore attempts to clarify that contrast from the standpoint of cognitive process. Thinking in terms of complementarity is explicated within a structuralist‐genetic, interactive‐constructivist, developmental theory of the neo‐ and post‐Piagetian kind, and its role in religious development is indicated. Adolescents'complementary views on Creation and on the (...)
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  26.  22
    How and Why to Support Common Schooling and Educational Choice at the Same Time.Rob Reich - 2007 - Journal of Philosophy of Education 41 (4):709–725.
    The common school ideal is the source of one of the oldest educational debates in liberal democratic societies. The movement in favour of greater educational choice is the source of one of the most recent. Each has been the cause of major and enduring controversy, not only within philosophical thought but also within political, legal and social arenas. Echoing conclusions reached by Terry McLaughlin, but taking the historical and legal context of the United States as my backdrop, I argue that (...)
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  27.  47
    The Doctrine of the Trinity as a Model for Structuring the Relations Between Science and Theology.K. Helmut Reich - 1995 - Zygon 30 (3):383-405.
    A strategy for dealing systematically with such complex relationships as those between science and theology is presented after a brief overview of the historical record and illustrated in terms of the concept of divinity. The application of that strategy to the title relationships yields a multilogical/multilevel solution which presents certain analogies to or isomorphisms with the doctrine of the Trinity. These concern mainly the multilogical/multilevel character of both conceptualizations and the relational and contextual reasoning required to conceive them. Furthermore, certain (...)
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  28.  82
    Kant and Greek Ethics (I.).Klaus Reich - 1939 - Mind 48 (191):338-354.
  29.  7
    The "Wider View": André Hellegers's Passionate, Integrating Intellect and the Creation of Bioethics.Warren T. Reich - 1999 - Kennedy Institute of Ethics Journal 9 (1):25-51.
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  30. Educational Authority and the Interests of Children.Rob Reich - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  31.  35
    Cog and God: A Response to Anne Foerst.K. Helmut Reich - 1998 - Zygon 33 (2):255-262.
  32.  6
    Revisiting the Launching of the Kennedy Institute: Re-Visioning the Origins of Bioethics.Warren T. Reich - 1996 - Kennedy Institute of Ethics Journal 6 (4):323-327.
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  33.  69
    The Social Question in the Light of Philosophy.Emil Reich - 1898 - International Journal of Ethics 8 (3):357-382.
  34. Montaigne's Radical Skepticism.Luiz Eva - 2009 - In Maia Neto, José Raimundo, Gianni Paganini & John Christian Laursen (eds.), Skepticism in the Modern Age: Building on the Work of Richard Popkin. Brill.
     
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  35.  52
    Psychology of Religion: What One Needs to Know.K. Helmut Reich - 1998 - Zygon 33 (1):113-120.
  36.  48
    Narrative Vigilance: The Analysis of Stories in Health Care.John Paley & Gail Eva - 2005 - Nursing Philosophy 6 (2):83-97.
    The idea of narrative has been widely discussed in the recent health care literature, including nursing, and has been portrayed as a resource for both clinical work and research studies. However, the use of the term 'narrative' is inconsistent, and various assumptions are made about the nature (and functions) of narrative: narrative as a naive account of events; narrative as the source of 'subjective truth'; narrative as intrinsically fictional; and narrative as a mode of explanation. All these assumptions have left (...)
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  37.  49
    Spiritual Development: Han F. De Wit's and Stanislav Grof's Differing Approaches.K. Helmut Reich - 2001 - Zygon 36 (3):509-520.
    For both Han F. de Wit and Stanislav Grof, spirituality constitutes an essential part of humaneness; a life built on materialism is deemed an impoverished life. For de Wit, spirituality yields courage, compassion, joy, clarity of mind, and consequently wisdom. For Grof, personal spiritual experiences gained during altered states of consciousness are of central interest. After defining spirituality, these views, built on long‐term personal experiences of the authors and those of others, are explicated in detail. Both authors describe their respective (...)
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  38.  29
    Sobre as afinidades entre a filosofia de Francis Bacon e o ceticismo.Luiz A. A. Eva - 2006 - Kriterion: Journal of Philosophy 47 (113):73-97.
  39.  25
    Zum Problem der "Anschauung als Erkenntnisquelle".Klaus Reich - 1947 - Zeitschrift für Philosophische Forschung 2 (4):580 - 586.
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  40.  4
    After Cologne : An Online Email Discussion About the Philosophy of John Dewey.Larry A. Hickman, Stefan Neubert, Kersten Reich, Kenneth W. Stikkers & Jim Garrison - 2009 - In Larry A. Hickman, Stefan Neubert & Kersten Reich (eds.), John Dewey Between Pragmatism and Constructivism. Fordham University Press.
    This chapter presents an edited e-mail discussion based on the philosophical conversations at a conference held in Cologne, Germany, in December 2001. The discussion proceeds in three steps. First, the contributors discuss selected questions about their contributions, roughly following the sequence of the chapters in Part II of this book. Second, the contributors ask more general questions about Dewey, Pragmatism, and constructivism. Finally, the chapter ends with brief statements about why Dewey is still an indispensible thinker for them. As they (...)
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  41.  5
    Book Review:Bau Und Leben Des Socialen Korpers. A. Schaffle. [REVIEW]Emil Reich - 1898 - Ethics 8 (4):520-.
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  42.  10
    Who Am I? Identity, Adoption and Human Fertilisation.D. Reich - 1992 - Journal of Medical Ethics 18 (1):54-54.
  43.  10
    Laying Medicine Open: Innovative Interaction Between Medicine and the Humanities.Warren T. Reich & Laurence B. McCullough - 1999 - Kennedy Institute of Ethics Journal 9 (1):1-5.
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  44.  4
    Workshop on Public Health Law and Ethics I & II: The Challenge of Public/Private Partnerships (PPPs).Michael R. Reich, Jody Henry Hershey, George E. Hardy, James E. Childress & Ruth Gaare Bernheim - 2003 - Journal of Law, Medicine and Ethics 31 (s4):90-93.
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  45. The Computational Role of Conscious Processing in a Model of Semantic Memory.R. Lauro-Grotto, S. Reich & M. A. Virasoro - 1997 - In M. Ito, Y. Miyashita & Edmund T. Rolls (eds.), Cognition, Computation, and Consciousness. Oxford University Press.
  46. Plato as an Introduction to Modern Criticism of Life.Emil Reich - 1906 - Port Washington, N.Y., Kennikat Press.
  47. Proceedings of Sinn Und Bedeutung 15, Saarbruecken.Ingo Reich (ed.) - 2010
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  48.  68
    On Decomposing Net Final Values: Eva, Sva and Shadow Project. [REVIEW]Carlo Alberto Magni - 2005 - Theory and Decision 59 (1):51-95.
    A decomposition model of Net Final Values (NFV), named Systemic Value Added (SVA), is proposed for decision-making purposes, based on a systemic approach introduced in Magni [Magni, C. A. (2003), Bulletin of Economic Research 55(2), 149–176; Magni, C. A. (2004) Economic Modelling 21, 595–617]. The model translates the notion of excess profit giving formal expression to a counterfactual alternative available to the decision maker. Relations with other decomposition models are studied, among which Stewart’s [Stewart, G.B. (1991), The Quest for Value: (...)
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  49.  40
    Epistemology, Research Methodology and Rule 702 of the Federal Rules of Evidence Versus Eva®.Stanley Paulo - 2003 - Journal of Business Ethics 44 (4):327 - 341.
    This article questions the continued use and application of EVA® (economic value added) because it is epistemologically a non-sequitur, fails to satisfy the requirements of sound research methodology in terms of being a reliable and valid metric, and is unlikely to satisfy the requirements of Rule 702 of the Federal Rules of Evidence. In the light of these insufficiencies, the continued use of EVA® is ethically questionable, and moreover in time is likely to result in class actions.
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  50.  18
    Psychanalyse du Cuirassé Potemkine: désir et révolution, de Reich à Deleuze et Guattari.Florent Gabarron-Garcia - 2012 - Actuel Marx 52 (2):48-61.
    Psychoanalysis of “Battleship Potemkin”: Desire and Revolution from Reich to Deleuze and Guattari During the first revolts of 1905, the soldiers, as Lenin noted with a certain perplexity, surrendered and the revolution thus failed fail, although there was nothing which stood as an obstacle to them anymore. The situation calls for a reexamination of the question of power and exploitation in relation to sexuality, and of the conventional reading which argues that the sailors are urged by an uncontrollable unconscious (...)
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