Results for 'Faculty'

985 found
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  1. Explanation: New Directions in Philosophy.American University Faculty In Philosophy - 1973
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  2.  10
    The Faculties: A History.Dominik Perler (ed.) - 2015 - Oxford: Oxford University Press.
    It seems quite natural to explain the activities of human and non-human animals by referring to their special faculties. Thus, we say that dogs can smell things in their environment because they have perceptual faculties, or that human beings can think because they have rational faculties. But what are faculties? In what sense are they responsible for a wide range of activities? How can they be individuated? How are they interrelated? And why are different types of faculties assigned to different (...)
  3. Mental Faculties and Powers and the Foundations of Hume’s Philosophy.Karl Schafer - forthcoming - In Sebastian Bender & Dominik Perler (eds.), Powers and Abilities in Early Modern Philosophy. Routledge.
    With respect to the topic of “powers and abilities,” most readers will associate David Hume with his multi-pronged critique of traditional attempts to make robust explanatory use of those notions in a philosophical or scientific context. But Hume’s own philosophy is also structured around the attribution to human beings of a variety of basic faculties or mental powers – such as the reason and the imagination, or the various powers involved in Hume’s account of im- pressions of reflection and the (...)
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  4. Faculty disputes.John Collins - 2004 - Mind and Language 19 (5):503-33.
    Jerry Fodor, among others, has maintained that Chomsky's language faculty hypothesis is an epistemological proposal, i.e. the faculty comprises propositional structures known (cognized) by the speaker/hearer. Fodor contrasts this notion of a faculty with an architectural (directly causally efficacious) notion of a module. The paper offers an independent characterisation of the language faculty as an abstractly specified nonpropositional structure of the mind/brain that mediates between sound and meaning—a function in intension that maps to a pair of (...)
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  5.  12
    Faculties in Medieval Philosophy.Dominik Perler - 2015 - In The Faculties: A History. Oxford University Press. pp. 97-139.
    What kind of entities are faculties? How are they related to the soul and to the entire living being? How can they be classified? And in what sense are they responsible for a large variety of activities? This chapter examines these questions, which were extensively discussed by scholastic authors, and focuses on the metaphysical models established by William of Auvergne, Thomas Aquinas, William of Ockham, and Francisco Suárez. It argues that there was no unified scholastic doctrine. While some authors (e.g. (...)
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  6.  14
    The Faculty of Ideas. Kant’s Concept of Reason in the Narrower Sense.Michael Lewin - 2022 - Open Philosophy 5 (1):340-359.
    In the Transcendental Dialectic, Kant searched for a universal concept of reason different from the understanding and offered the short formula “the faculty of principles”. I will argue that this is only one and not the most pertinent and general mark of the concept of reason. There are more compelling short expressions in Kant’s Reflexionen, the third Critique and/or in the reception of Kant’s works: “the faculty of ideas” or reason in the narrower sense. The latter narrows down (...)
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  7. STEM Faculty’s Support of Togetherness during Mandated Separation: Accommodations, Caring, Crisis Management, and Powerlessness.Ian Thacker, Viviane Seyranian, Alex Madva & Paul Beardsley - 2022 - Education Sciences 12 (9):1-14.
    The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the (...)
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  8.  1
    A Faculty Theory of Knowledge: The Aim and Scope of Hume's First Enquiry.George Stern - 1971 - Lewisburg [Pa.]: Bucknell University Press.
    This work draws together the strands of doctrine into the epistemological theory that Hume called a mental geography, which translates in modern terms into a faculty theory of knowledge. This theory forms the foundation of Hume's other best-known doctrines and, the author argues, is essential to their proper understanding.
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  9.  6
    A Faculty Theory of Knowledge: Hume's First Enquiry.George Stern - 1971 - Lewisburg [Pa.]: Bucknell University Press.
    This work draws together the strands of doctine into the epistemological theory that Hume called 'a mental geography, ' which translates in modern terms into a faculty theory of knowledge. This theory forms the foundation of Hume's other best-known doctrines and, the author argues, is essential to their proper understanding.
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  10. The faculties of the soul and some medieval mind-body problems.Adam Wood - 2011 - The Thomist 75 (4):585-636.
  11.  19
    Faculty-student collaborations: Ethics and satisfaction in authorship credit.Jeffrey C. Sandler & Brenda L. Russell - 2005 - Ethics and Behavior 15 (1):65 – 80.
    In the academic world, a researcher's number of publications can carry huge professional and financial rewards. This truth has led to many unethical authorship assignments throughout the world of publishing, including within faculty-student collaborations. Although the American Psychological Association passed a revised code of ethics in 1992 with special rules pertaining to such collaborative efforts, it is widely acknowledged that unethical assignments of authorship credit continue to occur regularly. This study found that of the 604 APA-member respondents, 165 felt (...)
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  12. The faculty of intuition.Steven D. Hales - 2012 - Analytic Philosophy 53 (2):180-207.
    The present paper offers an analogical support for the use of rational intuition, namely, if we regard sense perception as a mental faculty that (in general) delivers justified beliefs, then we should treat intuition in the same manner. I will argue that both the cognitive marks of intuition and the role it traditionally plays in epistemology are strongly analogous to that of perception, and barring specific arguments to the contrary, we should treat rational intuition as a source of prima (...)
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  13.  20
    Faculty ethics in China: From a historical perspective.Jian Li, Zhang Yongzhi, Xue Eryong & Nan Zhou - 2019 - Educational Philosophy and Theory 52 (2):126-136.
    This study examines Chinese faculty ethical philosophy from a historical perspective. Historical perspective on Chinese faculty ethical philosophy embraces three major periods, including Ch...
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  14. Faculty of responsibility: a key concept to cope with the ethical challenges medical students face.Orhan Onder & Aasim I. Padela - 2020 - Journal of the British Islamic Medical Association 4 (2):23-26.
    During their educational life, medical students encounter several challenges, the origins and causes of which vary. This paper explores and attempts to scrutinize two of these challenges, before eventually introducing the concept of responsibility. First, this paper describes the general characteristics of medical schools, medical students, and medical education. Second, two different ethical challenges that medical students confront are then delineated: the anxiety of continuously questioning ‘while being trained, do I cause patients to receive suboptimal health care?’ and occasionally feeling (...)
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  15.  13
    Divine Faculties and the Puzzle of Incompossibility.Julia Jorati - 2016 - In Gregory Brown & Yual Chiek (eds.), Leibniz on Compossibility and Possible Worlds. Dordrecht: Springer. pp. 175–199.
    Leibniz maintains that even though God’s intellect contains all possibles, some of these possibles are not compossible. This incompossibility of some possibles is supposed to explain which collections of possibles are possible worlds and why God does not actualize the collection of all possibles. In order to fully understand how this works, we need to establish what precisely Leibniz takes to be the source of incompossibility, that is, which divine attribute or faculty gives rise to the incompossibility of certain (...)
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  16. Commonsense Faculty Psychology: Reidian Foundations for Computational Cognitive Science.John-Christian Smith - 1985 - Dissertation, The University of Arizona
    This work locates the historical and conceptual foundations of cognitive science in the "commonsense" psychology of the philosopher Thomas Reid. I begin with Reid's attack on his rationalist and empiricist competitors of the 17th and 18th centuries. I then present his positive theory as a sophisticated faculty psychology appealing to innateness of mental structure. Reidian psychological faculties are equally trustworthy, causally independent mental powers, and I argue that they share nine distinct properties. This distinguishes Reidian 'intentionalism' from idealist 'representationalism,' (...)
     
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  17. A system of rational faculties: Additive or transformative?Karl Schafer - 2021 - European Journal of Philosophy 29 (4):918-936.
    In this essay, I focus on two questions. First, what is Kant's understanding of the sense in which our faculties form a unified system? And, second, what are the implications of this for the metaphysical relationships between the faculties within this system? To consider these questions, I begin with a brief discussion of Longuenesse's groundbreaking work on the teleological unity of the understanding as the faculty for judgment. In doing so, I argue for a generalization of Longuenesse's account along (...)
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  18.  43
    Business faculty perceptions and actions regarding ethics education.Laura L. Beauvais, David E. Desplaces, David E. Melchar & Susan M. Bosco - 2007 - Journal of Academic Ethics 5 (1):121-136.
    This paper examines faculty perceptions regarding ethical behavior among colleagues and students, and faculty practices with regard to teaching ethics in three institutions over a 4-year period. Faculty reported an uneven pattern of unethical behavior among colleagues over the period. A majority of business courses included ethics, however as both a specific topic on the syllabus and within course discussions. The percentage of courses with ethics discussions increased in 2006, however, the time allocated to these discussions decreased. (...)
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  19. The faculty of language: what's special about it?Ray Jackendoff & Steven Pinker - 2005 - Cognition 95 (2):201-236.
    We examine the question of which aspects of language are uniquely human and uniquely linguistic in light of recent suggestions by Hauser, Chomsky, and Fitch that the only such aspect is syntactic recursion, the rest of language being either specific to humans but not to language (e.g. words and concepts) or not specific to humans (e.g. speech perception). We find the hypothesis problematic. It ignores the many aspects of grammar that are not recursive, such as phonology, morphology, case, agreement, and (...)
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  20.  81
    Faculties, Knowledge, and Reasons for Doubt in the Cartesian Circle.Matthew Clark - 2019 - Mind 128 (511):647-672.
    This paper argues for a novel solution to the Cartesian Circle by emphasising the important epistemic role of the Second Meditation and Descartes’ faculty epistemology. I argue that, for Descartes: doubt requires a ‘good reason’ to doubt ; whether a reason qualifies as a ‘good reason’ depends on which faculty produces that reason ; and for distinct metaphysical perceptions from the faculty of the intellect, no other faculty can provide ‘good reasons’ to doubt. The upshot of (...)
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  21.  9
    Faculty misconduct in collegiate teaching.John M. Braxton - 1999 - Baltimore, Md.: Johns Hopkins University Press. Edited by Alan E. Bayer.
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? (...)
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  22.  30
    The faculty of language: what's special about it?Steven Pinker & Ray Jackendoff - 2005 - Cognition 95 (2):201-236.
  23.  14
    The faculty of the future.Evan Simpson - 2003 - Journal of Academic Ethics 1 (1):49-58.
    This paper examines some implications of predicted demographic changes in Canadian universities that may make them unable to replace retiring faculty members in numbers permitting academic business as usual. If the predictions prove correct, it will be desirable to reinterpret received verities about the relationship between professor/student ratios and effective education, the dual roles of teaching and research, and democratic governance in communities of higher education. Possibilities for restructuring inquiry and instruction in ways consistent with the responsibilities of educators (...)
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  24. Faculty Teaching Performance Evaluation in Higher Science Education: Issues and Implications (A “Cross‐Cultural” Case Study).Uri Zoller - 1992 - Science Education 76 (6):673-684.
  25.  10
    A faculty theory of knowledge.George Stern - 1971 - Lewisburg [Pa.]: Bucknell University Press.
    This work draws together the strands of doctine into the epistemological theory that Hume called "a mental geography, " which translates in modern terms into a ...
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  26. The faculty of language: what's special about it?/Steven Pinker, Ray Jackendoff.Pinker St - 2005 - Cognition 95:201-236.
     
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  27. MiSko (Faculty Music, U Belgrade), The Limits of Discourse: A Lecture on the Relationship between" Theory,"" Art" and" Body" in the XX Century.Miško Šuvaković - 2002 - Filozofski Vestnik 23 (2):63-73.
     
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  28.  26
    The Faculties of the Human Mind and the Case of Moral Feeling in Kant's Philosophy.Antonino Falduto (ed.) - 2014 - Boston: De Gruyter.
    In the past few decades a remarkable change occurred in Kant scholarship: the "other" Kant has been discovered, i.e. the one of the doctrine of virtue and the anthropology. Through the rediscovery of Kant's investigations into the empirical and sensuous aspects of knowledge, our understanding of Kant's philosophy has been enriched by an important element that has allowed researchers to correct supposed deficiencies in Kant's work. In addition, further questions concerning the nature of Kant's philosophy itself have been formulated: the (...)
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  29.  57
    Should faculty members be exempt from a mandate to receive instructional design training because of their rights under academic freedom?Cindy Poore-Pariseau - 2009 - Journal of Academic Ethics 7 (3):223-230.
    The quality of the educational experience for students may be at risk if they are not taught in ways that are effective and pertinent. While educational institutions (administrators, faculty senates or a combination) may try to compel faculty members to gain knowledge of and utilize up-to-date learning and instructional design strategies, these faculty members may baulk at this mandate, citing academic freedom as their right to design their courses in any way they see fit. Following is a (...)
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  30. The cognitive faculties.Gary Hatfield - 1998 - In Daniel Garber & Michael Ayers (eds.), The Cambridge History of Seventeenth-Century Philosophy. Cambridge University Press. pp. 953–1002.
    During the seventeenth century the major cognitive faculties--sense, imagination, memory, and understanding or intellect--became the central focus of argument in metaphysics and epistemology to an extent not seen before. The theory of the intellect, long an important auxiliary to metaphysics, became the focus of metaphysical dispute, especially over the scope and powers of the intellect and the existence of a `pure' intellect. Rationalist metaphysicians such as Descartes, Spinoza, and Malebranche claimed that intellectual knowledge, gained independently of the senses, provides the (...)
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  31.  63
    Faculty partisan affiliations in all disciplines: A voter‐registration study.Christopher F. Cardiff & Daniel B. Klein - 2005 - Critical Review: A Journal of Politics and Society 17 (3-4):237-255.
    The party registration of tenure‐track faculty at 11 California universities, ranging from small, private, religiously affiliated institutions to large, public, elite schools, shows that the “one‐party campus” conjecture does not extend to all institutions or all departments. At one end of the scale, U.C. Berkeley has an adjusted Democrat:Republican ratio of almost 9:1, while Pepperdine University has a ratio of nearly 1:1. Academic field also makes a tremendous difference, with the humanities averaging a 10:1 D:R ratio and business schools (...)
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  32.  13
    Faculty Perceptions of Consensual Sexual Relationships Between University Faculty and Students.April Carrillo, Courtney Crittenden & Tammy Garland - 2019 - Journal of Academic Ethics 17 (4):331-343.
    Consensual sexual relationships between faculty and students at universities are a growing issue for administrators. Often times, administrators view these relationships as potential sexual harassment cases given the power disparities that often exist between the parties involved. Therefore, many universities have written policies essentially equating CSRs to sexual harassment. Despite the recent growth of these policies, how faculty compare CSRs and sexual harassment is often overlooked, particularly as it relates to perceived power differentials. The current study examined responses (...)
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  33.  48
    Faculty Selling Desk Copies—The Textbook Industry, the Law and the Ethics.Laura Marini Davis & Mark Usry - 2011 - Journal of Academic Ethics 9 (1):19-31.
    It is a guilty secret that many college professors sell the complimentary desk copies that they receive from textbook publishers for cash. This article attempts to shed light on the undercover practice by looking at the resale of complimentary textbooks by faculty from four perspectives. Part One provides an overview of the college textbook industry, the business reasons that motivate publishers to provide complimentary desk copies to faculty, and the economic consequences of the entry of the textbooks into (...)
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  34. The Faculty Doctrine, Correlation, and Educational Theory. I.W. H. Winch - 1911 - Journal of Philosophy, Psychology and Scientific Methods 8 (13):337-348.
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  35.  1
    The Faculty Doctrine, Correlation, and Educational Theory. II.W. H. Winch - 1911 - Journal of Philosophy, Psychology and Scientific Methods 8 (14):372-384.
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  36. Empowering Faculty through Assessment.Katherine P. Simpson - 2009 - Inquiry: The Journal of the Virginia Community Colleges 14 (1):41-53.
  37. Faculty Evaluation and Management by Objectives.D. Soles - 1998 - Journal of Thought 33:65-73.
  38. Faculty as Critical Thinkers.Claire Phillips & Susan Green - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):44-50.
    The research presented in this paper used a case study approach to concentrate on the critical thinking preparation and skill sets of professors who, in turn, were expected to develop those same skills in their students. The authors interviewed community college instructors from both academic and work force disciplines. In general, the results of the study supported the researchers’ hypothesis that the ability to teach critical thinking was not necessarily intrinsic to a teaching professional. The authors of this study would (...)
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  39.  19
    College Faculty Professionalism: Ethical Responsibility And Precarious Work.Chris Nagel - 2014 - Philosophy in the Contemporary World 21 (1):12-25.
    Discussions of college faculty professionalism most often address the ethical responsibilities or failures of "professors." Yet the majority of college faculty are not "professors," and work in conditions that preclude or prevent acting in accordance with high-minded statements like the AAUP's Statement on Professional Ethics, In addition, ignorance of the actual working conditions of both tenure-track and tenuous-track faculty has induced a crisis of ethical responsibility for all college faculty. Because official statements about college faculty (...)
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  40.  6
    The faculty of attention.Herbert Woodrow - 1916 - Journal of Experimental Psychology 1 (4):285.
  41.  17
    Faculty learning communities: improving teaching in higher education.Hsuying C. Ward & Paula M. Selvester - 2012 - Educational Studies 38 (1):111-121.
    Faculty learning communities are collaborative collegial groups of faculty and other teaching staff who are interested in and committed to the improvement of their teaching to accommodate a diverse student population through group discourse, reflection and goal setting. In this article, we describe our FLC experiences that were supported by a federal grant to ensure accessible learning environments on our campus. The project, Ensuring Access through Collaboration and Technology , sought to introduce faculty at a medium‐sized state (...)
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  42. Faculties in Ancient Philosophy.Klaus Corcilius - 2015 - In Dominik Perler (ed.), The Faculties: A History. Oxford University Press. pp. 19-58.
  43.  50
    Do faculty and resident physicians discuss their medical errors?L. C. Kaldjian, V. L. Forman-Hoffman, E. W. Jones, B. J. Wu, B. H. Levi & G. E. Rosenthal - 2008 - Journal of Medical Ethics 34 (10):717-722.
    Background: Discussions about medical errors facilitate professional learning for physicians and may provide emotional support after an error, but little is known about physicians’ attitudes and practices regarding error discussions with colleagues.Methods: Survey of faculty and resident physicians in generalist specialties in Midwest, Mid-Atlantic and Northeast regions of the US to investigate attitudes and practices regarding error discussions, likelihood of discussing hypothetical errors, experience role-modelling error discussions and demographic variables.Results: Responses were received from 338 participants . In all, 73% (...)
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  44.  37
    Cognitive Faculties and Evolutionary Naturalism.Bernardo Cantens - 2006 - Proceedings of the American Catholic Philosophical Association 80:201-208.
    In Warrant and Proper Function Plantinga argues that his natural view of warrant is best understood within a supernatural ontology. A central reason why anaturalistic ontology cannot accommodate his version of natural epistemology is that it cannot explain the reliability of cognitive functions. He presents argumentsfor the following two conclusions: (1) that naturalism is probably false; and (2) that naturalism is irrational. He considers the latter to be his main argument. Theobjective of this paper is to refute Plantinga’s arguments for (...)
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  45.  36
    Faculty Perceptions of Student Self Plagiarism: An Exploratory Multi-university Study. [REVIEW]Colleen Halupa & Doris U. Bolliger - 2013 - Journal of Academic Ethics 11 (4):297-310.
    The purpose of this research study was to evaluate faculty perceptions regarding student self-plagiarism or recycling of student papers. Although there is a plethora of information on plagiarism and faculty who self-plagiarize in publications, there is very little research on how faculty members perceive students re-using all or part of a previously completed assignment in a second assignment. With the wide use of plagiarism detection software, this issue becomes even more crucial. A population of 340 faculty (...)
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  46.  19
    The language faculty that wasn't: a usage-based account of natural language recursion.Morten H. Christiansen & Nick Chater - 2015 - Frontiers in Psychology 6:150920.
    In the generative tradition, the language faculty has been shrinking—perhaps to include only the mechanism of recursion. This paper argues that even this view of the language faculty is too expansive. We first argue that a language faculty is difficult to reconcile with evolutionary considerations. We then focus on recursion as a detailed case study, arguing that our ability to process recursive structure does not rely on recursion as a property of the grammar, but instead emerge gradually (...)
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  47.  14
    Kant and the Faculty of Feeling.Diane Williamson & Kelly Sorensen (eds.) - 2017 - Cambridge, U.K: Cambridge University Press.
    Kant stated that there are three mental faculties: cognition, feeling, and desire. The faculty of feeling has received the least scholarly attention, despite its importance in Kant's broader thought, and this volume of new essays is the first to present multiple perspectives on a number of important questions about it. Why does Kant come to believe that feeling must be described as a separate faculty? What is the relationship between feeling and cognition, on the one hand, and desire, (...)
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  48.  28
    The faculty of taste.Timothy M. Costelloe - 2013 - In James A. Harris (ed.), The Oxford Handbook of British Philosophy in the Eighteenth Century. Oxford University Press. pp. 430.
    This chapter explores the approaches taken by eighteenth-century British writers to the relationship between aesthetic judgments of beauty, sublimity, and the picturesque, and the faculty of taste that makes them possible. Writers in the tradition emphasize the fit between qualities in objects so judged and a capacity to be affected by them. This common theme unites the various contributions, but they can be divided in terms of the faculty on which different writers place emphasis. A first group isolates (...)
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  49.  4
    Faculty as Machine Monitors in Higher Education?Marvin J. Croy - 2000 - Bulletin of Science, Technology and Society 20 (2):106-114.
    Predictions concerning postindustrial society include that of workers serving as machine monitors. That concept is explored in this article in respect to faculty in higher education serving as monitors of computers that are executing instructional programs. Questions concerning changes in faculty roles and the control of educational quality are addressed. Alfred Bork’s vision of asynchronous learning systems is elaborated, and that alternative is compared to the concept of machine monitoring. It is concluded that monitoring in higher education is (...)
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  50.  24
    A Faculty Forum on Giving Voice To Values.Mary C. Gentile - 2011 - Journal of Business Ethics Education 8 (1):305-307.
    Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.
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