Results for 'Jim Engle-Warnick'

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  1.  21
    The advantage of complexity in two 2 × 2 games.Jim Engle-Warnick - 2004 - Complexity 9 (5):71-78.
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  2.  32
    The Limits of Ecological Psychology.Anna Garr, Susan Curry, Jim Engle-Warnick, Paul Fedoroff, Natasha Knack, Rebekah Ranger & Ian Gold - 2013 - American Journal of Bioethics Neuroscience 4 (2):21-22.
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  3.  7
    Resolving ambiguity as a public good: experimental evidence from Guyana.Kaywana Raeburn, Sonia Laszlo & Jim Warnick - 2022 - Theory and Decision 95 (1):79-107.
    Incomplete information is a commonly cited barrier to the adoption of new innovations. We present a decision-making experiment, conducted with farmers in the field, that explores the extent to which information which reduces ambiguity may be provided as a public good. In the experiment, participants make a series of decisions between a risky gamble and an ambiguous gamble. An initial private decision is followed by second choice in which participants know that their chosen gambles and outcomes will be publicly but (...)
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  4.  6
    Rediscovering values: a guide for economic and moral recovery.Jim Wallis - 2011 - New York, NY: Howard Books.
    When we start with the wrong question, no matter how good an answer we get, it won’t give us the results we want. Rather than joining the throngs who are asking, When will this economic crisis be over? Jim Wallis says the right question to ask is How will this crisis change us? The worst thing we can do now, Wallis tells us, is to go back to normal. Normal is what got us into this situation. We need a new (...)
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  5.  53
    Ritual, Imitation and Education in R. S. Peters.Bryan R. Warnick - 2009 - Journal of Philosophy of Education 43 (supplement s1):57-74.
    This article reconstructs R. S. Peters' underlying theory of ritual in education, highlighting his proposed link between ritual and the imitation of teachers. Rituals set the stage for the imitation of teachers and they invite students to experience practices whose value is not easily discernable from the outside. For Peters, rituals facilitate the transmission of values across time, create unity in schools, and affirm authority relations. There is a tension, however, between this view of ritual and imitation, on the one (...)
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  6.  13
    The passion of Michel Foucault.Jim Miller - 1993 - New York: Anchor Books.
    A startling look at one of this century's most influential philosophers, the book chronicles every stage of Foucault's personal and professional odyssey, from his early interest in dreams to his final preoccupation with sexuality and the nature of personal identity.
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  7.  49
    Working memory, short-term memory, and general fluid intelligence: a latent-variable approach.Randall W. Engle, Stephen W. Tuholski, James E. Laughlin & Andrew R. A. Conway - 1999 - Journal of Experimental Psychology: General 128 (3):309.
  8.  94
    Working-memory capacity and the control of attention: the contributions of goal neglect, response competition, and task set to Stroop interference.Michael J. Kane & Randall W. Engle - 2003 - Journal of Experimental Psychology: General 132 (1):47.
  9.  33
    Sell Global, Pay Local—The Ethics of Taller Product Markets, Lower Labor Markets, and Informed Consent in Global Employment Contracts.Engle, Norbert F. Elbert & Judith W. Spain - 2003 - Business and Professional Ethics Journal 22 (4):25-41.
  10. What is a mechanism? A counterfactual account.Jim Woodward - 2002 - Proceedings of the Philosophy of Science Association 2002 (3):S366-S377.
    This paper presents a counterfactual account of what a mechanism is. Mechanisms consist of parts, the behavior of which conforms to generalizations that are invariant under interventions, and which are modular in the sense that it is possible in principle to change the behavior of one part independently of the others. Each of these features can be captured by the truth of certain counterfactuals.
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  11.  27
    Taming the Conflict over Educational Equality.Bryan R. Warnick - 2014 - Journal of Applied Philosophy 32 (1):50-66.
    This article proposes an approach to educational distribution that attempts to minimise enduring tensions among conflicting values. At the foundation of this approach is a threshold of educational adequacy based on what is needed for citizens to participate in a democratic society. This threshold is justified because it minimises conflict with parental rights and because it better manages ‘the bottomless pit’ problem of educational distribution. This threshold is then modified to stipulate that, after the threshold has been reached, public resources (...)
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  12.  33
    The Human Animal: Personal Identity without Psychology.Jim Stone - 1997 - Philosophical and Phenomenological Research 60 (2):495-497.
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  13.  31
    The nature of individual differences in working memory capacity: Active maintenance in primary memory and controlled search from secondary memory.Nash Unsworth & Randall W. Engle - 2007 - Psychological Review 114 (1):104-132.
  14.  21
    The Controversy Over Controversies: A Plea for Flexibility and for “Soft‐Directive” Teaching.Bryan R. Warnick & D. Spencer Smith - 2014 - Educational Theory 64 (3):227-244.
    A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a (...)
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  15. E-sports are Not Sports.Jim Parry - 2018 - Sport, Ethics and Philosophy 13 (1):3-18.
    The conclusion of this paper will be that e-sports are not sports. I begin by offering a stipulation and a definition. I stipulate that what I have in mind, when thinking about the concept of sport, is ‘Olympic’ sport. And I define an Olympic Sport as an institutionalised, rule-governed contest of human physical skill. The justification for the stipulation lies partly in that it is uncontroversial. Whatever else people might think of as sport, no-one denies that Olympic Sport is sport. (...)
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  16.  29
    Dewey and Eros: Wisdom and Desire in the Art of Teaching.Jim Garrison - 2010 - IAP.
    "We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing what (...)
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  17.  14
    Critical Data Studies: A dialog on data and space.Jim Thatcher, Linnet Taylor & Craig M. Dalton - 2016 - Big Data and Society 3 (1).
    In light of recent technological innovations and discourses around data and algorithmic analytics, scholars of many stripes are attempting to develop critical agendas and responses to these developments. In this mutual interview, three scholars discuss the stakes, ideas, responsibilities, and possibilities of critical data studies. The resulting dialog seeks to explore what kinds of critical approaches to these topics, in theory and practice, could open and make available such approaches to a broader audience.
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  18.  13
    Marking the Land: Jim Dow in North Dakota.Jim Dow & Laurel Reuter - 2007 - Center for American Places.
    The demanding frontier life of My Ántonia or Little House on the Prairie may be long gone, but the idyllic small town still exists as a cherished icon of American community life. Yet sprawl and urban density, rather than small towns and farms, are the predominant features of our modern society, agribusiness and other commercial forces have rapidly taken over family farms and ranches, and even the open spaces we think of as natural retreats only retain the barest façade of (...)
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  19.  28
    Propranolol and its potential inhibition of positive post-traumatic growth.Jason E. Warnick - 2007 - American Journal of Bioethics 7 (9):37 – 38.
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  20. Response to Strevens.Jim Woodward - 2008 - Philosophy and Phenomenological Research 77 (1):193-212.
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  21.  8
    The soul of politics: beyond "Religious right" and "Secular left".Jim Wallis - 1994 - San Diego: Harcourt Brace.
    Wallis draws on his experience in urban ghettos to show why traditional liberal and conservative options that emphasize either social justice or personal values fall short. He looks outside the traditional corridors of power to find solutions. Foreword by Garry Wills Preface by Cornel West.
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  22.  69
    A tragedy of the commons: interpreting the replication crisis in psychology as a social dilemma for early-career researchers.Jim A. C. Everett & Brian D. Earp - 2015 - Frontiers in Psychology 6.
  23. Identifying and individuating cognitive systems: A task-based distributed cognition alternative to agent-based extended cognition.Jim Davies & Kourken Michaelian - 2016 - Cognitive Processing 17 (3):307-319.
    This article argues for a task-based approach to identifying and individuating cognitive systems. The agent-based extended cognition approach faces a problem of cognitive bloat and has difficulty accommodating both sub-individual cognitive systems ("scaling down") and some supra-individual cognitive systems ("scaling up"). The standard distributed cognition approach can accommodate a wider variety of supra-individual systems but likewise has difficulties with sub-individual systems and faces the problem of cognitive bloat. We develop a task-based variant of distributed cognition designed to scale up and (...)
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  24.  20
    Control of costume in three plays of Aristophanes.Gwendolyn Compton-Engle - 2003 - American Journal of Philology 124 (4):507-535.
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  25.  10
    Mock-Tragic Priamels in Aristophanes' "Acharnians" and Euripides' Cyclops.Gwendolyn Compton-Engle - 2001 - Hermes 129 (4):558-561.
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  26.  14
    The Blind Leading: Aristophanes' Wealth and Oedipus at Colonus.Gwendolyn Compton-Engle - 2013 - Classical World: A Quarterly Journal on Antiquity 106 (2):155-170.
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  27. The Moral Self and Moral Duties.Jim A. C. Everett, Joshua August Skorburg & Julian Savulescu - 2020 - Philosophical Psychology (7):1-22.
    Recent research has begun treating the perennial philosophical question, “what makes a person the same over time?” as an empirical question. A long tradition in philosophy holds that psychological continuity and connectedness of memories are at the heart of personal identity. More recent experimental work, following Strohminger & Nichols (2014), has suggested that persistence of moral character, more than memories, is perceived as essential for personal identity. While there is a growing body of evidence supporting these findings, a critique by (...)
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  28.  27
    The Epistemological Skyhook: Determinism, Naturalism, and Self-Defeat.Jim Slagle - 2016 - New York: Routledge.
    Throughout philosophical history, there has been a recurring argument to the effect that determinism, naturalism, or both are self-referentially incoherent. By accepting determinism or naturalism, one allegedly acquires a reason to reject determinism or naturalism. _The Epistemological Skyhook_ brings together, for the first time, the principal expressions of this argument, focusing primarily on the last 150 years. This book addresses the versions of this argument as presented by Arthur Lovejoy, A.E. Taylor, Kurt Gödel, C.S. Lewis, Norman Malcolm, Karl Popper, J.R. (...)
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  29.  31
    Rethinking education for autonomy in pluralistic societies.Bryan R. Warnick - 2012 - Educational Theory 62 (4):411-426.
    If we are to posit, as do many liberal theorists, that autonomy is an educational goal that the state should endorse across cultural difference, key questions remain: What type of autonomy should we strive for, exactly, and how should this goal be achieved? Many liberal philosophers of education have argued that autonomy should enable cultural choice and that the development of autonomy requires students to be exposed to different beliefs and traditions. Shelley Burtt has challenged this dominant position, however, insisting (...)
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  30. Introduction: Philosophical Essays on Freud.Jim Hopkins - 1982 - In Richard Wollheim & James Hopkins (eds.), Philosophical Essays on Freud. New York: Cambridge University Press.
    Psychoanalytic theory can be regarded as a cogent extension of commonsense psychology by interpretive means internal to it.
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  31.  29
    Rousseau: Dreamer of Democracy.Jim Miller - 1984 - Hackett.
    Through an unusual blend of biography, philosophy, and history, James Miller shows how a solitary dreamer came to inspire a generation of radicals, profoundly ...
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  32. Postmodern environmental ethics: Ethics of bioregional narrative.Jim Cheney - 1989 - Environmental Ethics 11 (2):117-134.
    Recent developments in ethics and postmodemist epistemology have set the stage for a reconceptualization of environmental ethics. In this paper, I sketch a path for postmodemism which makes use of certain notions current in contemporary environmentalism. At the center of my thought is the idea of place: (1) place as the context of our lives and the setting in which ethical deliberation takes place; and (2)the epistemological function of place in the construction of our understandings of self, community, and world. (...)
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  33. Regularities and causality; generalizations and causal explanations.Jim Bogen - 2005 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 36 (2):397-420.
    Machamer, Darden, and Craver argue that causal explanations explain effects by describing the operations of the mechanisms which produce them. One of this paper’s aims is to take advantage of neglected resources of Mechanism to rethink the traditional idea that actual or counterfactual natural regularities are essential to the distinction between causal and non-causal co-occurrences, and that generalizations describing natural regularities are essential components of causal explanations. I think that causal productivity and regularity are by no means the same thing, (...)
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  34. Can democracy work?: a short history of a radical idea, from ancient Athens to our world.Jim Miller - 2018 - New York: Farrar, Straus and Giroux.
  35. Eco-feminism and deep Ecology.Jim Cheney - 1987 - Environmental Ethics 9 (2):115-145.
    l examine the degree to which the so-called “deep ecology” movement embodies a feminist sensibility. In part one I take a brief look at the ambivalent attitude of “eco-feminism” toward deep ecology. In part two I show that this ambivalence sterns largely from the fact that deep ecology assimilates feminist insights to a basically masculine ethical orientation. In part three I discuss some of the ways in which deepecology theory might change if it adopted a fundamentally feminist ethical orientation.
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  36.  73
    On the Definition of Sport.Jim Parry - 2022 - Sport, Ethics and Philosophy 17 (1):49-57.
    This paper side-steps the question of whether ‘the’ concept of sport exists, or can be usefully analysed. Instead, I try to explain the much more modest aim of exhibition-analysis, which is to seek a description of an actually existing example of some concept of sport internal to a normative position. My example is that of Olympic-sport. I try to set out its logically necessary conditions, which of course are conditioned by its context within a theory that emphasises the values of (...)
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  37.  35
    The Use of Deception in Public Health Behavioral Intervention Trials: A Case Study of Three Online Alcohol Trials.Jim McCambridge, Kypros Kypri, Preben Bendtsen & John Porter - 2013 - American Journal of Bioethics 13 (11):39-47.
    Some public health behavioral intervention research studies involve deception. A methodological imperative to minimize bias can be in conflict with the ethical principle of informed consent. As a case study, we examine the specific forms of deception used in three online randomized controlled trials evaluating brief alcohol interventions. We elaborate our own decision making about the use of deception in these trials, and present our ongoing findings and uncertainties. We discuss the value of the approach of pragmatism for examining these (...)
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  38.  27
    Slingerland, Edward, Mind and Body in Early China: Beyond Orientalism and the Myth of Holism: Oxford: Oxford University Press, 2019, xi + 385 pages.Jim Behuniak - 2019 - Dao: A Journal of Comparative Philosophy 18 (2):305-312.
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  39.  3
    Slowness, Inclusion, and the Secular Sabbath.Bryan R. Warnick - 2019 - Philosophy of Education 75:639-644.
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  40.  88
    Letter from President Jim Campbell on the state of the Society.Jim Campbell - 2009 - Newsletter of the Society for the Advancement of American Philosophy 37 (108):4-4.
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  41. Archive for September, 2012.Jim Yardley - forthcoming - Cogito.
     
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  42.  22
    Explaining the illusion of independent agency in imagined persons with a theory of practice.Jim Davies - 2023 - Philosophical Psychology 36 (2):337-355.
    Many mental phenomena involve thinking about people who do not exist. Imagined characters appear in planning, dreams, fantasizing, imaginary companions, bereavement hallucinations, auditory verbal hallucinations, and as characters created in fictional narratives by authors. Sometimes these imagined persons are felt to be completely under our control, as when one fantasizes about having a great time at a party. Other times, characters feel as though they are outside of our conscious control. Dream characters, for example, are experienced by dreamers as autonomous (...)
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  43.  56
    Hominids, coalitions, and weapons: Not vehicles.Jim Moore - 1994 - Behavioral and Brain Sciences 17 (4):632-632.
  44.  11
    Adaptation, Activism, and the Looming Climate Disaster.Bryan R. Warnick - 2024 - Educational Theory 73 (6):801-821.
    It is likely that the process of global climate change will continue to accelerate. There is a lack of political will to confront the problem and the consequences for humanity — including widespread suffering and institutional destabilization — will be disastrous. How should educators respond to a catastrophic future? Here, Bryan Warnick argues that two criteria should guide the educational response. The response should not (1) undermine efforts to find an “unprecedented solution” to climate change, or (2) leave students (...)
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  45.  8
    Should physical laws be unit-invariant?Jim Grozier - 2020 - Studies in History and Philosophy of Science Part A 80:9-18.
  46.  40
    Pragmatism and Education.Jim Garrison & Alven Neiman - 2003 - In Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Oxford, UK: Blackwell. pp. 19–37.
    This chapter contains sections titled: I II.
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  47. Johnstone’s Attack on Ultimate Critical Thinking.Jim Perry - 1994 - Inquiry: Critical Thinking Across the Disciplines 13 (3-4):33-36.
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  48.  33
    Acknowledgments.Jim Walker - 1996 - Educational Philosophy and Theory 28 (2):iii–iii.
  49.  21
    Creating a space for recovery‐focused psychiatric nursing care.Jim Walsh, Chris Stevenson, John Cutcliffe & Kirk Zinck - 2008 - Nursing Inquiry 15 (3):251-259.
    Creating a space for recovery‐focused psychiatric nursing care Within contemporary mental health‐care, power relationships are regularly played out between psychiatric nurses and service users. These power relationships are often imperceptible to the practicing nurse. For instance, in times of distress, service users often turn to or/and ‘construct’ discourses, beliefs and knowledge that are at odds with those which psychiatric nurses rely on to inform them of the mental status of the service user. The psychiatric nurse is in the position to (...)
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  50.  14
    An empirical bioethical examination of Norwegian and British doctors' views of responsibility and (de)prioritization in healthcare.Jim A. C. Everett, Hannah Maslen, Anne-Marie Nussberger, Berit Bringedal, Dominic Wilkinson & Julian Savulescu - 2021 - Bioethics 35 (9):932-946.
    In a world with limited resources, allocation of resources to certain individuals and conditions inevitably means fewer resources allocated to other individuals and conditions. Should a patient's personal responsibility be relevant to decisions regarding allocation? In this project we combine the normative and the descriptive, conducting an empirical bioethical examination of how both Norwegian and British doctors think about principles of responsibility in allocating scarce healthcare resources. A large proportion of doctors in both countries supported including responsibility for illness in (...)
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