Results for 'Francine J. Lipman'

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  1.  26
    Dealing Efficiently with Emotions: Acceptance-Based Coping with Negative Emotions Requires Fewer Resources Than Suppression.Hugo J. E. M. Alberts, Francine Schneider & Carolien Martijn - 2012 - Cognition and Emotion 26 (5):863-870.
  2. La «méthode» de Lipman: un outil dangereux de propagande auprès des enfants? Une réplique à Pierre Desjardins.J. Laberge - 1996 - Philosopher: revue pour tous 19:83-92.
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  3.  9
    Marine Palynology: Potentials for Onshore—Offshore Correlation of Pleistocene—Holocene Records.Peta J. Mudie & Francine M. G. McCarthy - 2006 - Transactions of the Royal Society of South Africa 61 (2):139-157.
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  4.  21
    Nineteenth Century British Logic on Hypotheticals, Conditionals, and Implication.Francine F. Abeles - 2014 - History and Philosophy of Logic 35 (1):1-14.
    Hypotheticals, conditionals, and their connecting relation, implication, dramatically changed their meanings during the nineteenth and early part of the twentieth century. Modern logicians ordinarily do not distinguish between the terms hypothetical and conditional. Yet in the late nineteenth century their meanings were quite different, their ties to the implication relation either were unclear, or the implication relation was used exclusively as a logical operator. I will trace the development of implication as an inference operator from these earlier notions into the (...)
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  5.  20
    "What Happens in Art," by Matthew Lipman.George J. Stack - 1968 - Modern Schoolman 45 (4):337-338.
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  6. Individual Members 2010.Martın Abadi, Yoshihiro Abe, Andreas Abel, Francine F. Abeles, Andrew Aberdein, J. David Abernethy, Kuanysh Abeshev, Nate Ackerman, Winfred P. Adams & Miloš Adzic - 2010 - Bulletin of Symbolic Logic 16 (4).
  7. Individual Members 2009.Martın Abadi, Yoshihiro Abe, Andreas Abel, Francine F. Abeles, Andrew Aberdein, J. David Abernethy, Nate Ackerman, Bryant Adams, Winifred P. Adams & Klaus T. Aehlig - 2009 - Bulletin of Symbolic Logic 15 (4).
  8.  49
    Individual Members 2008.Martın Abadi, Yoshihiro Abe, Andreas Abel, Francine F. Abeles, Andrew Aberdein, J. David Abernethy, Bryant Adams, Klaus T. Aehlig, Fritz Aeschbach & Henry Louis Africk - 2008 - Bulletin of Symbolic Logic 14 (4).
  9.  21
    Boekbesprekingen.Erik Eynikel, Anne-Francine van Gogh, F. De Meyer, P. C. Beentjes, Rik Hoet, Marcel Poorthuis, P. Smulders, L. Bakker, Martin Parmentier, T. van den Hoogen, Th Bell, H. J. Adriaanse, Joh G. Hahn, Freda Dröes, W. G. Tillmans, H. P. F. Mercken, P. Meijs, W. Jansen & Luc Anckaert - 1991 - Bijdragen 52 (1):95-116.
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  10.  10
    How Does Front‐Line Staff Feel About the Quality and Accessibility of Mental Health Services for Adults with Learning Disabilities?Abraham P. George, Daniel Pope, Francine Watkins & Sarah J. O'Brien - 2011 - Journal of Evaluation in Clinical Practice 17 (1):196-198.
  11.  13
    Special Supplement: MBD, Drug Research and the Schools.Daniel Callahan, Leslie Dach, Harold Edgar, Willard Gaylin, Gerald Klerman, Ruth Macklin, Robert Michels, Robert C. Neville, David Rothman, Margaret Steinfels, Judith P. Swazey, George J. Annas, Larry Brown, Albert DiMascio, Daniel X. Freedman, George Hein, Hubert Jones, Melvin H. King, Ronald Lipman, Sheila Rothman & Robert L. Sprague - 1976 - Hastings Center Report 6 (3):1.
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  12.  25
    Philosophy in Schools: Then and Now.Megan J. Laverty - 2014 - Journal of Philosophy in Schools 1 (1):107-130.
    It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association reports (...)
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  13.  90
    Unawareness and Implicit Belief.Edward J. R. Elliott - manuscript
    Possible worlds models of belief have difficulties accounting for unawareness, the inability to entertain (and hence believe) certain propositions. Accommodating unawareness is important for adequately modelling epistemic states, and representing the informational content to which agents have in principle access given their explicit beliefs. In this paper, I develop a model of explicit belief, awareness, and informational content, along with an sound and complete axiomatisation. I furthermore defend the model against the seminal impossibility result of Dekel, Lipman and Rustichini, (...)
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  14.  20
    Lipman, (From Page 1).Matthew Lipman - 1990 - Inquiry: An Interdisciplinary Journal of Philosophy 6 (3):18-19.
  15.  8
    Lipman.Matthew Lipman - 1990 - Inquiry: Critical Thinking Across the Disciplines 6 (3):18-19.
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  16.  27
    Lipman, From Page One.Matthew Lipman - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (3):18-22.
  17. Notes Toward A Metaphysics Of Wonder: Appreciative Reflections On Leoni Henning’s O Pragmatismo Em Lipman E Sua Influência Na América Latina.Matthew Lipman - 2005 - Childhood and Philosophy 1 (2):473-510.
    "Notes toward a metaphysic of wonder" is the outcome of a "Reciprocal Inquiry" in which Leoni Henning and I participated. In our correspondence, we moved very fast: I thought each of us surprised the other. As a result, I found myself writing about astonishment more elaborately than I'd intended to. Before long I was involved not only with wondering but with awe and bewilderment and amazement, and eager to connect it all with philosophy in Latin America. So these "Notes..." are (...)
     
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  18.  2
    Undoing Gender.Francine M. Deutsch - 2007 - Gender and Society 21 (1):106-127.
    “Doing Gender,” West and Zimmerman's landmark article, highlighted the importance of social interaction, thus revealing the weaknesses of socialization and structural approaches. However, despite its revolutionary potential for illuminating how to dismantle the gender system, doing gender has become a theory of gender persistence and the inevitability of inequality. In this article, the author argues that we need to reframe the questions to ask how we can undo gender. Research should focus on when and how social interactions become less gendered, (...)
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  19. Judaism and Ethics.Daniel Jeremy Silver - 1971 - [New York]Ktav Pub. House.
    Introduction, by D. J. Silver.--The issues: Some current trends in ethical theory, by A. Edel. Contemporary problems in ethics from a Jewish perspective, by H. Jonas. What is the contemporary problematic of ethics in Christianity? By J. M. Gustafson. Modern images of man, by J. N. Hartt. Is there a common Judaeo-Christian ethical tradition? By I. M. Blank. Problematics of Jewish ethics, by M. A. Meyer. Revealed morality and modern thought, by N. Samuelson.--The Jewish background: Does Torah mean law? By (...)
     
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  20. A Passage Theory of Time.Martin A. Lipman - 2018 - Oxford Studies in Metaphysics 11:95-122.
    This paper proposes a view of time that takes passage to be the most basic temporal notion, instead of the usual A-theoretic and B-theoretic notions, and explores how we should think of a world that exhibits such a genuine temporal passage. It will be argued that an objective passage of time can only be made sense of from an atemporal point of view and only when it is able to constitute a genuine change of objects across time. This requires that (...)
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  21. Philosophy in the Classroom.Matthew Lipman, Ann Margaret Sharp & Frederick S. Oscanyan - 1977 - Proceedings and Addresses of the American Philosophical Association 51 (2):213-214.
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  22. Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
  23. On Fine’s Fragmentalism.Martin A. Lipman - 2015 - Philosophical Studies 172 (12):3119-3133.
    Fragmentalism is the view that reality is not a metaphysically unified place, but fragmented in a certain sense, and constituted by incompatible facts across such fragments. It was introduced by Kit Fine in a discussion of tense realist theories of time. Here I discuss the conceptual foundations of fragmentalism, identify several open questions in Fine’s characterization of the view, and propose an understanding of fragmentalism that addresses these open questions.
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  24. Against Fundamentality‐Based Metaphysics.Martin A. Lipman - 2018 - Noûs 52 (3):587-610.
    Metaphysical views typically draw some distinction between reality and appearance, endorsing realism about some subject matters and antirealism about others. There are different conceptions of how best to construe antirealist theories. A simple view has it that we are antirealists about a subject matter when we believe that this subject matter fails to obtain. This paper discusses an alternative view, which I will call the fundamentality-based conception of antirealism. We are antirealists in this sense when we think that the relevant (...)
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  25.  25
    Nursing and the Concept of Life: Towards an Ethics of Testimony.Francine Wynn - 2002 - Nursing Philosophy 3 (2):120-132.
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  26.  65
    The Embodied Chiasmic Relationship of Mother and Infant.Francine Wynn - 1997 - Human Studies 20 (2):253-270.
    In this paper the very earliest relationship of mother and newborn will be described phenomenologically through an interlacing of Donald Winnicott''s work on maternal holding with Maurice Merleau-Ponty''s concepts of flesh and chiasm. Merleau-Ponty''s thinking suggests that the holding relationship described by Winnicott is formed as much by the infant''s holding of the mother as it is by mother''s holding of her infant. Both flex and bend towards each other and inscribe each other yet retain their own particularity. Further specification (...)
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  27.  72
    On the Fragmentalist Interpretation of Special Relativity.Martin A. Lipman - 2020 - Philosophical Studies 177 (1):21-37.
    Fragmentalism was first introduced by Kit Fine in his ‘Tense and Reality’. According to fragmentalism, reality is an inherently perspectival place that exhibits a fragmented structure. The current paper defends the fragmentalist interpretation of the special theory of relativity, which Fine briefly considers in his paper. The fragmentalist interpretation makes room for genuine facts regarding absolute simultaneity, duration and length. One might worry that positing such variant properties is a turn for the worse in terms of theoretical virtues because such (...)
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  28. Harry Stottlemeier's Discovery.Matthew Lipman & Institute for the Advancement of Philosophy for Children - 1974 - Institute for the Advancement of Philosophy for Children.
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  29. Lipman’s Novels or Turning Philosophy Inside-Out.Stefano Oliverio - 2015 - Childhood and Philosophy 11 (21):81-92.
    Starting from two passages of the autobiography of Lipman, which represent the description of a sort of ‘primary scene’ of P4C, the presented paper shows how the Deweyan notion of qualitative thought is pivotal for the entire Lipmanian undertaking. Dewey’s distinction between ‘situation’ and ‘object’ in thinking is read into the Lipman differentiation of schemata and concepts and used to analyze the reasons for which narrative comes to play a crucial role in the project of education for thinking. (...)
     
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  30.  77
    Perspectival Variance and Worldly Fragmentation.Martin A. Lipman - 2016 - Australasian Journal of Philosophy 94 (1):42-57.
    Objects often manifest themselves in incompatible ways across perspectives that are epistemically on a par. The standard response to such cases is to deny that the properties that things appear to have from different perspectives are properties that things really have out there. This type of response seems worrying: too many properties admit of perspectival variance and there are good theoretical reasons to think that such properties are genuinely instantiated. So, we have reason to explore views on which things can (...)
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  31.  5
    Art, Mind, and Brain: A Cognitive Approach to Creativity.Francine Smolucha & Howard Gardner - 1984 - Journal of Aesthetic Education 18 (2):108.
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  32. Encouraging Children to Be Thoughtful Questions and Answers : A Dialogue with Dr. Matthew Lipman.George Ghanotakis, Matthew Lipman & Canadian Institute of Philosophy for Children - 1987 - Canadian Institute of Philosophy for Children.
  33.  36
    Lipman, Dewey, and the Community of Philosophical Inquiry.David Kennedy - 2012 - Education and Culture 28 (2):36-53.
    Normal child and normal adult alike, in other words, are engaged in growing. The difference between them is not the difference between growth and no growth, but between the modes of growth appropriate to different conditions. With respect to the development of powers devoted to coping with specific scientific and economic problems we may say the child should be growing in manhood [sic]. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should (...)
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  34. Critical Thinking: What Can It Be?Matthew Lipman - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
    Critical thinking is in vogue - in colleges and universities as well as in elementary and secondary schools. This fact alone is enough to give us pause: seldom do shifts in academic fashion happen concurrently at all educational levels.
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  35.  8
    Reflecting on the Ongoing Aftermath of Heart Transplantation: Jean-Luc Nancy's L'intrus.Francine Wynn - 2009 - Nursing Inquiry 16 (1):3-9.
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  36.  75
    Lewis Carroll's Visual Logic.Francine F. Abeles - 2007 - History and Philosophy of Logic 28 (1):1-17.
    John Venn and Charles L. Dodgson (Lewis Carroll) created systems of logic diagrams capable of representing classes (sets) and their relations in the form of propositions. Each is a proof method for syllogisms, and Carroll's is a sound and complete system. For a large number of sets, Carroll diagrams are easier to draw because of their self-similarity and algorithmic construction. This regularity makes it easier to locate and thereby to erase cells corresponding with classes destroyed by the premises of an (...)
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  37. Caring as Thinking.Matthew Lipman - 1995 - Inquiry: Critical Thinking Across the Disciplines 15 (1):1-13.
  38. Philosophy for Children: Some Assumptions and Implications.Matthew Lipman - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 9--23.
  39. Handbook of Antitrust Economics.Paolo Buccirossi (ed.) - 2008 - MIT Press.
    Over the past twenty years, economic theory has begun to play a central role in antitrust matters. In earlier days, the application of antitrust rules was viewed almost entirely in formal terms; now it is widely accepted that the proper interpretation of these rules requires an understanding of how markets work and how firms can alter their efficient functioning. The Handbook of Antitrust Economics offers scholars, students, administrators, courts, companies, and lawyers the economist's view of the subject, describing the application (...)
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  40.  17
    Evidence and Casuistry. Commentary on Tonelli (2006), Integrating Evidence Into Clinical Practice: An Alternative to Evidence‐Based Approaches.Toby Lipman - 2006 - Journal of Evaluation in Clinical Practice 12 (3):269-272.
  41. The Case for the Personhood of Gorillas.Francine Patterson & Wendy Gordon - 1993 - In Peter Singer & Paola Cavalieri (eds.), The Great Ape Project. St. Martin's Griffin. pp. 58--77.
     
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  42.  37
    Lewis Carroll's Formal Logic.Francine Abeles - 2005 - History and Philosophy of Logic 26 (1):33-46.
    Charles L. Dodgson's reputation as a significant figure in nineteenth-century logic was firmly established when the philosopher and historian of philosophy William Warren Bartley, III published Dodgson's ?lost? book of logic, Part II of Symbolic Logic, in 1977. Bartley's commentary and annotations confirm that Dodgson was a superb technical innovator. In this paper, I closely examine Dodgson's methods and their evolution in the two parts of Symbolic Logic to clarify and justify Bartley's claims. Then, using more recent publications and unpublished (...)
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  43.  5
    Hugh MacColl and Lewis Carroll: Crosscurrents in Geometry and Logic.Francine F. Abeles & Amirouche Moktefi - 2011 - Philosophia Scientae 15:55-76.
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  44. Matthew Lipman.Philip Cam - 2011 - Diogenes 58 (4):116-118.
  45.  9
    Differential Processing of Consonance and Dissonance Within the Human Superior Temporal Gyrus.Francine Foo, David King-Stephens, Peter Weber, Kenneth Laxer, Josef Parvizi & Robert T. Knight - 2016 - Frontiers in Human Neuroscience 10.
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  46.  20
    The Doctor, His Patient, and the Computerized Evidence‐Based Guideline.Toby Lipman - 2004 - Journal of Evaluation in Clinical Practice 10 (2):163-176.
  47. Looking for Meaning Instructional Manual to Accompany Pixie.Matthew Lipman & Ann Margaret Sharp - 1984
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  48. Philosophical Inquiry an Instructional Manual to Accompany Harry Stottlemeier's Discovery.Matthew Harry Stottlemeier'S. Discovery Lipman, Frederick S. Oscanyan & Ann Margaret Sharp - 1984 - University Press of America.
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  49. Psychomécanique du Langage Et Philosophie Pour les Enfants.Michel Sasseville - 2013 - Childhood and Philosophy 9 (18):273-295.
    Dans son dernier livre théorique paru en 2003, Thinking in Education, Matthew Lipman indiquait qu’en philosophie pour les enfants, nous avons besoin d’une théorie des actes la pensée, car sans elle le travail, qui attend ceux et celles qui pratiquent cette discipline et qui ont à cœur de mettre l’accent sur la formation de la pensée en action, risque d’être sans effet appréciable. Pour faire un pas dans cette direction, il semblait clair à ses yeux qu’il serait approprié de (...)
     
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  50.  76
    Argumentation Mining.Raquel Mochales & Marie-Francine Moens - 2011 - Artificial Intelligence and Law 19 (1):1-22.
    Argumentation mining aims to automatically detect, classify and structure argumentation in text. Therefore, argumentation mining is an important part of a complete argumentation analyisis, i.e. understanding the content of serial arguments, their linguistic structure, the relationship between the preceding and following arguments, recognizing the underlying conceptual beliefs, and understanding within the comprehensive coherence of the specific topic. We present different methods to aid argumentation mining, starting with plain argumentation detection and moving forward to a more structural analysis of the detected (...)
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