Results for 'Francine J. Lipman'

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  1. 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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  2. An Ethics of Anthropology‐Informed Community Engagement with COVID‐19 Clinical Trials in Africa.Sarah J. L. Edwards, Blessing Silaigwana, Danny Asogun, Julius Mugwagwa, Francine Ntoumi, Rashid Ansumana, Kevin Bardosh & Jennyfer Ambe - forthcoming - Developing World Bioethics.
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  3.  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.
  4.  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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  5.  20
    "What Happens in Art," by Matthew Lipman.George J. Stack - 1968 - Modern Schoolman 45 (4):337-338.
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  6.  24
    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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  7.  11
    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.
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  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. 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).
  10.  25
    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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  11. 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).
  12.  19
    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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  13. 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.  55
    Preparing Teachers to 'Teach' Philosophy for Children.Laurance J. Splitter - 2014 - Journal of Philosophy in Schools 1 (1).
    Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...)
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  15.  21
    Philosophy in the Classroom. [REVIEW]J. T. T. - 1977 - Review of Metaphysics 31 (2):324-325.
    The primary and secondary school systems of the United States fail to develop individuals who grow into thinking and critical persons; additionally, there is a moral vacuum within the schools. These are assertions made by Lipman, Sharp, and Oscanyan, and the remedy proposed is a reading program called "Philosophy in the Classroom.".
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  16.  37
    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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  17. L’éducation à la démocratie par la culture des sentiments. Martha C. Nussbaum et la philosophie pour enfantsTraining for Democracy through Culture of Feelings. Martha C. Nussbaum and Philosophy for Children. [REVIEW]Jean-françois Goubet - 2014 - Childhood and Philosophy 10 (19):87-108.
    Dans un ouvrage récent, Not for Profit, Martha C. Nussbaum a pris fait et cause pour la philosophie pour enfants . En fait, ce renvoi n’est pas isolé car de nombreux échanges entre Nussbaum et Matthew Lipman ont existé. Dans cet article, je ne m’intéresse pas aux citations de l’un à l’autre mais pars de l’œuvre de Nussbaum pour esquisser ce qu’il en est de l’éducation à la démocratie. Pour commencer, je rappelle la théorie des « capabilités », ou (...)
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  18.  5
    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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  19.  29
    Matthew Lipman.Félix García Moriyón & Matthew Lipman - 2012 - Thinking: The Journal of Philosophy for Children 20 (1-2):22-32.
  20. Handbook of Antitrust Economics: Economic Evidence in Antitrust: Defining Markets and Measuring Market Power.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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  21.  32
    Da Árvore E Do Rizoma: Pensar Para Além Do Método o Encontro da Filosofia Com a Inf'ncia.Magda Costa Carvalho & Walter Omar Kohan - 2018 - Educação E Filosofia 32 (65).
    This work aims to consider philosophically the issue of the method in philosophical practices with children. It analyzes some influences received by the creators of Philosophy for Children, Matthew Lipman and Ann Margaret Sharp, like the pragmatism of J. Dewey. It describes the meanings of three similar expressions in Lipman's work: methodical, methodological and method. It offers some criticisms of method: Hans-Georg Gadamer, but especially Henri Bergson and Gilles Deleuze. Finally, he questions the need of a method for (...)
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  22.  17
    Stanley J. Rosenschein and Leslie Pack Kaelbling. The Synthesis of Digital Machines with Provable Epistemic Properties. Theoretical Aspects of Reasoning About Knowledge, Proceedings of the 1986 Conference, Edited by Joseph Y. Halpern, Morgan Kaufmann Publishers, Los Altos1986, Pp. 83–98. [REVIEW]William J. Rapaport - 1988 - Journal of Symbolic Logic 53 (2):664.
  23.  17
    William J. Morgan on Fair Play, Treatment Versus Enhancement and the Doping Debates in Sport.Angela J. Schneider - 2018 - Sport, Ethics and Philosophy 12 (4):386-400.
  24.  27
    Lipman, From Page One.Matthew Lipman - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (3):18-22.
  25. 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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  26.  9
    Lipman.Matthew Lipman - 1990 - Inquiry: Critical Thinking Across the Disciplines 6 (3):18-19.
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  27.  21
    Lipman, (From Page 1).Matthew Lipman - 1990 - Inquiry: An Interdisciplinary Journal of Philosophy 6 (3):18-19.
  28. 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.
  29. Paul’s Letter to the Romans: A Commentary by Arland J. HultgrenPaul’s Letter to the Romans: A Commentary by HultgrenArland J.Eerdmans, Grand Rapids, 2011. 804 Pp. $60.00 . ISBN 978-0-8028-2609-1. [REVIEW]Frank J. Matera - 2012 - Interpretation: A Journal of Bible and Theology 66 (2):206-208.
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  30. 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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  31.  17
    Jim Des Rivières and Hector J. Levesque. The Consistency of Syntactical Treatments of Knowledge. Theoretical Aspects of Reasoning About Knowledge, Proceedings of the 1986 Conference, Edited by Joseph Y. Halpern, Morgan Kaufmann Publishers, Los Altos1986, Pp. 115–130. [REVIEW]William J. Rapaport - 1988 - Journal of Symbolic Logic 53 (2):665-666.
  32.  70
    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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  33.  39
    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.  16
    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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  35. 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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  36.  47
    C.J.H. Jansen, J.M. Smits En L.C. Winkel , 16 Juristen En Hun Filosofische Inspiratie. Nijmegen 2004: Ars Aequi Libri. 232 Pagina's. ISBN 9069165120. [REVIEW]J. Zwart & M. J. C. M. van der Poel - 2005 - Philosophia Reformata 70 (2):169-173.
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  37.  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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  38.  6
    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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  39. Matthew Lipman: Testimonies and Homages.David Kennedy & Walter Kohan - 2010 - Childhood and Philosophy 6 (12):167-210.
    We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has (...)
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  40.  59
    Matthew Lipman y Paulo Freire: Conceptos para la libertad.Stella Accorinti - 2002 - Utopía y Praxis Latinoamericana 7 (18):35-56.
    M. Lipman and P. Freire are two thinkers who support the practice of liberty. Liberty is liberty to learn to think, and to exist in communities of dialogue, questioning, and search. This is the project that leads human beings to understand themselves and recognize others. Without liberty there..
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  41. Philosophy Goes to School.Matthew Lipman - 1988 - Temple University Press.
    Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...
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  42. A Subjectivist’s Guide to Deterministic Chance.J. Dmitri Gallow - 2021 - Synthese 198 (5):4339-4372.
    I present an account of deterministic chance which builds upon the physico-mathematical approach to theorizing about deterministic chance known as 'the method of arbitrary functions'. This approach promisingly yields deterministic probabilities which align with what we take the chances to be---it tells us that there is approximately a 1/2 probability of a spun roulette wheel stopping on black, and approximately a 1/2 probability of a flipped coin landing heads up---but it requires some probabilistic materials to work with. I contend that (...)
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  43. 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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  44. He Said What? Physiological and Cognitive Responses to Imagining and Witnessing Outgroup Racism.Francine Karmali, Kerry Kawakami & Elizabeth Page-Gould - 2017 - Journal of Experimental Psychology: General 146 (8):1073-1085.
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  45. The Phenomenology of “Doing” Phenomenology: The Experience of Teaching and Learning Together. [REVIEW]Francine H. Hultgren - 1995 - Human Studies 18 (4):371 - 388.
  46.  85
    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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  47.  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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  48.  13
    Philosophy for Children.Matthew Lipman - 1976
  49. Le colloque de Philadelphie sur l'Administration publique.Francine Lachaert - 1969 - Res Publica 11 (2):463-467.
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  50. PURSER, J. W. R. -Art and Truth. [REVIEW]J. O. Wisdom - 1938 - Mind 47:532.
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