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James D. Marshall [48]John Marshall [42]John C. Marshall [31]James Marshall [26]
J. D. Marshall [20]John S. Marshall [11]J. Marshall [8]Jennifer Marshall [7]

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  1.  15
    Multiple Perspectives on Modularity.J. Marshall - 1984 - Cognition 17 (3):209-242.
  2.  23
    Unilateral Neglect: Clinical And Experimental Studies (Brain Damage, Behaviour and Cognition).John Marshall & Ian Robertson (eds.) - 1993 - Psychology Press.
    This book covers all aspects of the disorder, from an historical survey of research to date, through the nature and anatomical bases of neglect, and on to review contemporary theories on the subject.
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  3. Michel Foucault Personal Autonomy and Education.James Marshall - 1996
     
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  4. Blindsight and Insight in Visuospatial Neglect.John C. Marshall & Peter W. Halligan - 1988 - Nature 336:766-67.
  5. Foucault and Neo-Liberalism: Biopower and Busno-Power.James D. Marshall - forthcoming - Philosophy of Education.
     
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  6.  47
    Spatial Cognition: Evidence From Visual Neglect.Peter W. Halligan, Gereon R. Fink, John C. Marshall & Giuseppe Vallar - 2003 - Trends in Cognitive Sciences 7 (3):125-133.
  7.  71
    Philosophy as Literature.Jim Marshall - 2008 - Educational Philosophy and Theory 40 (3):383–393.
    How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which introduces philosophy through the analysis of literature, in particular James Joyce's 'Araby', arguing that the traditional analytic approach employed by the text, by concentrating on epistemology, (...)
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  8.  36
    Philosophy, Polemics, Education.James D. Marshall - 2007 - Studies in Philosophy and Education 26 (2):97-109.
    In this paper I wish to comment upon the use of polemical argument in philosophy of education and education. Like Foucault, I believe that a whole morality is at stake because polemical argument obfuscates the search for truth at the expense of truth and the other’s veracity, integrity and dignity. The use of polemics is illustrated by two arguments. The first general argument is taken from an attack upon Albert Camus by the British writer Colin Wilson. The second more particular (...)
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  9.  42
    Pediatric Neuroimaging Ethics.Jocelyn Downie & Jennifer Marshall - 2007 - Cambridge Quarterly of Healthcare Ethics 16 (2):147-160.
    Neuroimaging has provided insight into numerous neurological disorders in children, such as epilepsy and cerebral palsy. Many clinicians and investigators believe that neuroimaging holds great promise, especially in the areas of behavioral and cognitive disorders. However, concerns about the risks of various neuroimaging modalities and the potential for misinterpretation of imaging results are mounting. Imaging evaluations also raise questions about stigmatization, allocation of resources, and confidentiality. Children are particularly vulnerable in this milieu and require special attention with regards to safety (...)
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  10.  8
    Lexical Access: A Perspective From Pathology.John C. Marshall & Freda Newcombe - 1981 - Cognition 10 (1-3):209-214.
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  11. Book Review: Pastoral Care of Gays, Lesbians, and Their FamiliesPastoral Care of Gays, Lesbians, and Their FamiliesbySwitzerDavid K.Fortress, Minneapolis, 1999. 156 Pp. $17.00. ISBN 0-8006-2954-X. [REVIEW]Joretta L. Marshall - 2001 - Interpretation: A Journal of Bible and Theology 55 (1):104-104.
  12. Individualism and Community: Education and Social Policy in the Postmodern Condition.Michael Peters & James Marshall - 1998 - British Journal of Educational Studies 46 (1):112-114.
     
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  13. Book Review: Equality and the Family: A Fundamental, Practical Theology of Children, Mothers, and Fathers in Modern SocietiesEquality and the Family: A Fundamental, Practical Theology of Children, Mothers, and Fathers in Modern SocietiesbyBrowningDon S.Eerdmans, Grand Rapids, 2007. 428 Pp. $34.00. ISBN 978-0-8028-0756-4. [REVIEW]Joretta L. Marshall - 2008 - Interpretation: A Journal of Bible and Theology 62 (2):217-218.
  14.  24
    Descartes’s Moral Theory.John Marshall - 1998 - Cornell University Press.
    In this long awaited volume, John Marshall invites us to reconsider Rene Descartes as an ethicist.
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  15.  21
    Beyond the Philosophy of the Subject: Liberalism, Education and the Critique of Individualism.Michael Peters & James Marshall - 1993 - Educational Philosophy and Theory 25 (1):19–39.
  16.  41
    The Invention of Autonomy. [REVIEW]John Marshall - 1999 - Hume Studies 25 (1/2):207-224.
    In J. B. Schneewind's The Invention of Autonomy we are given a monumental history of moral philosophy of the seventeenth and eighteenth centuries, a history more comprehensive and richer in detail than one would have thought possible in a single volume. Though the daunting erudition, agreeably unobtrusive, inspires confidence, it is Schneewind's gift of narrative that makes his book such a pleasure and his story so compelling. Schneewind originally conceived the book, he tells us, to "broaden our historical comprehension of (...)
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  17.  42
    Michel Foucault: Problematising the Individual and Constituting ‘the’ Self.James D. Marshall - 1997 - Educational Philosophy and Theory 29 (1):32-49.
    (1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49. doi: 10.1111/j.1469-5812.1997.tb00526.x.
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  18. Locke, Socinianism, "Socinianism", and Unitarianism.John Marshall - 2000 - In M. A. Stewart (ed.), English Philosophy in the Age of Locke. Oxford University Press. pp. 111--182.
  19.  23
    Strategies for Consulting with the Community: The Cases of Four Large-Scale Genetic Databases.B. Godard, J. Marshall, C. Laberge & B. M. Knoppers - 2004 - Science and Engineering Ethics 10 (3):457-477.
    Large-scale genetic databases are being developed in several countries around the world. However, these databases depend on public participation and acquiescence. In the past, information campaigns have been waged and little attention has been paid to dialogue. Nowadays, it is important to include the public in the development of scientific research and to encourage a free, open and useful dialogue among those involved. This paper is a review of community consultation strategies as part of four proposed large-scale genetic databases in (...)
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  20.  11
    Nietzsche's Legacy for Education Past and Present Values.M. A. Peters, J. D. Marshall & P. Smeyers - 2001 - Bergin & Garvey.
  21.  24
    The Autonomous Chooser And?Reforms? In Education.James D. Marshall - 1996 - Studies in Philosophy and Education 15 (1-2):89-96.
  22.  27
    Poststructuralism, Philosophy, Pedagogy.James Marshall (ed.) - 2004 - Kluwer Academic Publishers.
    This book provides an historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. It does not attempt to be at the cutting edge of these debates nor to be advancing research in these areas. It does however look at the educational implications of the ideas discussed. The intention behind this collection was to provide a sound introduction to the key positions of a number of French poststructuralist thinkers who are being (...)
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  23.  55
    Performativity: Lyotard and Foucault Through Searle and Austin.James D. Marshall - 1999 - Studies in Philosophy and Education 18 (5):309-317.
    Lyotard talks of performativity or the subsumption of education to the efficient functioning of the social system. Education is no longer to be concerned with the pursuit of ideals such as that of personal autonomy or emancipation, but with the means, techniques or skills that contribute to the efficient operation of the state in the world market and contribute to maintaining the internal cohesion and legitimation of the state. But this requires individuals of a certain kind -- not Kantian autonomous (...)
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  24. The Development and Trials of a Decision-Making Model.Robert Keith Shaw, Michael A. Peters & James D. Marshall - 1986 - Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision making, especially (...)
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  25.  32
    Michel Foucault: Governmentality and Liberal Education.James Marshall - 1995 - Studies in Philosophy and Education 14 (1):23-34.
  26.  17
    Moral Education the CHARACTERplus Way®.Jon C. Marshall, Sarah D. Caldwell & Jeanne Foster - 2011 - Journal of Moral Education 40 (1):51-72.
    Traditional approaches to character education have been viewed by many educators as an attempt to establish self control within students to habituate them to prescribed behaviour and as nothing more than a ?bits?and?pieces? approach to moral education. While this is accurate for many character education programmes, integrated multi?dimensional character education embraces both moral education and character formation. Students learn to identify and process social conventions within the core values of the school and community and have opportunities to learn practical reasoning (...)
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  27.  34
    When Reading is Acquired but Phonemic Awareness is Not: A Study of Literacy in Down's Syndrome.G. Cossu, F. Rossini & J. C. Marshall - 1993 - Cognition 46 (2):129-138.
  28.  17
    The Functional Anatomy of a Hysterical Paralysis.John C. Marshall, Peter W. Halligan, Gereon R. Fink, Derick T. Wade & Richard S. J. Frackowiak - 1997 - Cognition 64 (1):B1 - B8.
  29.  21
    Wittgenstein on Rules: Implications for Authority and Discipline in Education.James D. Marshall - 1985 - Journal of Philosophy of Education 19 (1):3–11.
  30.  86
    Queller’s Separation Condition Explained and Defended.Jonathan Birch & James A. R. Marshall - 2014 - American Naturalist 184 (4):531-540.
    The theories of inclusive fitness and multilevel selection provide alternative perspectives on social evolution. The question of whether these perspectives are of equal generality remains a divisive issue. In an analysis based on the Price equation, Queller argued (by means of a principle he called the separation condition) that the two approaches are subject to the same limitations, arising from their fundamentally quantitative-genetical character. Recently, van Veelen et al. have challenged Queller’s results, using this as the basis for a broader (...)
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  31.  15
    Exploring Modality Switching Effects in Negated Sentences: Further Evidence for Grounded Representations.Lea A. Hald, Ian Hocking, David Vernon, Julie-Ann Marshall & Alan Garnham - 2013 - Frontiers in Psychology 4.
    heories of embodied cognition (e.g., Perceptual Symbol Systems Theory; Barsalou, 1999, 2009) suggest that modality specific simulations underlie the representation of concepts. Supporting evidence comes from modality switch costs: participants are slower to verify a property in one modality (e.g., auditory, BLENDER-loud) after verifying a property in a different modality (e.g., gustatory, CRANBERRIES-tart) compared to the same modality (e.g., LEAVES-rustling, Pecher et al., 2003). Similarly, modality switching costs lead to a modulation of the N400 effect in event-related potentials (ERPs; Collins (...)
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  32.  99
    John Locke: Resistance, Religion, and Responsibility.John Marshall - 1994 - Cambridge University Press.
    A major account of the development of the political, religious, social and moral thought of John Locke.
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  33.  27
    On What We May Hope: Rorty on Dewey and Foucault.James D. Marshall - 1995 - Studies in Philosophy and Education 13 (3-4):307-323.
  34.  33
    Varieties of Neo‐Liberalism: A Foucaultian Perspective1.James D. Marshall - 2001 - Educational Philosophy and Theory 33 (3-4):293-304.
  35.  46
    Asking Philosophical Questions About Education: Foucault on Punishment.James D. Marshall - 1990 - Educational Philosophy and Theory 22 (2):81-92.
  36.  37
    Revisiting the Task/Achievement Analysis of Teaching in Neo‐Liberal Times.James D. Marshall - 2009 - Educational Philosophy and Theory 41 (1):79-90.
    In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching, arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement sense (...)
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  37.  69
    Neglect of Awareness.Peter W. Halligan & John C. Marshall - 1998 - Consciousness and Cognition 7 (3):356-380.
    We describe some of the signs and symptoms of left visuo-spatial neglect. This common, severe and often long-lasting impairment is the most striking consequence of right hemisphere brain damage. Patients seem to (over-)attend to the right with subsequent inability to respond to stimuli in contralesional space. We draw particular attention to how patients themselves experience neglect. Furthermore, we show that the neglect patient's loss of awareness of left space is crucial to an understanding of the condition. Even after left space (...)
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  38.  36
    Feminist Jurisprudence: Keeping the Subject Alive.Jill Marshall - 2006 - Feminist Legal Studies 14 (1):27-51.
    One of the main purposes of feminist jurisprudence is to create or find better ways of being and living for women through the analysis, critique, and use of law. Rich work has emerged, and continues to emerge, from feminist theorists exploring conceptions of the self, personhood, identity and subjectivity that could be used to form a basic unit in law and politics. In this article, it is argued that a strong sense of human subjectivity needs to be retained to enable (...)
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  39. Canadian Research Ethics Boards, MRI Research Risks, and MRI Risk Classification.Jennifer Marshall & Michael Hadskis - 2009 - IRB: Ethics & Human Research 31 (4):9-15.
    In order to illuminate the potential harms of MRI research, we present data obtained by examining MRI research proposal files that had been submitted for review to several Canadian Research Ethics Boards. The data reveal that REB review of the studies contained omissions, considerable variability, and sometimes confusion regarding MRI research risks and risk classification. If our findings reflect the general state of REB review of MRI research in Canada and elsewhere, there is a pressing need for REBs to be (...)
     
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  40.  15
    Wittgenstein and Foucault: Resolving Philosophical Puzzles. [REVIEW]James D. Marshall - 1995 - Studies in Philosophy and Education 14 (2-3):329-344.
  41.  42
    Spatial Awareness: A Function of the Posterior Parietal Lobe?John C. Marshall, Gereon R. Fink, Peter W. Halligan & Giuseppe Vallar - 2002 - Cortex 38 (2):253-257.
  42.  14
    Know My Own Mind? I Should Be so Lucky!Jennifer M. Gurd & John C. Marshall - 1993 - Behavioral and Brain Sciences 16 (1):47-48.
  43.  85
    A Critical Theory of the Self: Wittgenstein, Nietzsche, Foucault.James D. Marshall - 2001 - Studies in Philosophy and Education 20 (1):75-91.
    Critical thinking, considered as a version of informallogic, must consider emotions and personal attitudesin assessing assertions and conclusions in anyanalysis of discourse. It must therefore presupposesome notion of the self. Critical theory may be seenas providing a substantive and non-neutral positionfor the exercise of critical thinking. It thereforemust presuppose some notion of the self. This paperargues for a Foucauldean position on the self toextend critical theory and provide a particularposition on the self for critical thinking. Thisposition on the self is (...)
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  44. Geography as a Scientific Enterprise.John U. Marshall - 1985 - In R. J. Johnston (ed.), The Future of Geography. Methuen. pp. 113--128.
     
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  45.  6
    Educational "Reforms" and New Right Thinking: An Example From New Zealand.James Marshall & Michael Peters - 1991 - Educational Philosophy and Theory 23 (2):46–57.
  46.  16
    Exploring the Symbolic/Subsymbolic Continuum: A Case Study of RAAM.Douglas S. Blank, Lisa A. Meeden & James B. Marshall - 1992 - In J. Dinsmore (ed.), The Symbolic and Connectionist Paradigms: Closing the Gap. Lawrence Erlbaum. pp. 113--148.
  47. Michel Foucault: Philosophy, Education, and Freedom as an Exercise Upon the Self.James D. Marshall - 1998 - In Michael Peters (ed.), Naming the Multiple: Poststructuralism and Education. Bergin & Garvey.
     
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  48. John Locke, Toleration and Early Enlightenment Culture.John Marshall - 2006 - Cambridge University Press.
    This book is a major intellectual and cultural history of intolerance and toleration in early modern and early Enlightenment Europe. John Marshall offers an extensive study of late seventeenth-century practices of religious intolerance and toleration in England, Ireland, France, Piedmont and the Netherlands and the arguments that John Locke and his associates made in defence of 'universal religious toleration'. He analyses early modern and early Enlightenment discussions of toleration, debates over toleration for Jews and Muslims as well as for Christians, (...)
     
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  49.  60
    Michel Foucault: Liberation, Freedom, Education.James D. Marshall - 2002 - Educational Philosophy and Theory 34 (4):413–418.
  50.  64
    Multiple Intelligence and Counselor Training.Jennifer Marshall & Trey Fitch - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (3):26-32.
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