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John Immerwahr [55]John Raymond Immerwahr [1]
  1.  68
    The Anatomist and the Painter: The Continuity of Hume's Treatise and Essays.John Immerwahr - 1991 - Hume Studies 17 (1):1-14.
    Commentators have tended to regard Hume's two early works (the ITreatiseD and the IEssays, Moral and PoliticalD) as unrelated projects. In this article, I argue that the IEssaysD are the logical continuation of a chain of thought that is begun in the ITreatiseD but not completed there. The logic of Hume's thought suggests that he can only continue his argument by shifting from the role of technical philosopher (anatomist) to that of a popular essayist (painter). The analysis centers primarily on (...)
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  2.  53
    Hume on Tranquillizing the Passions.John Immerwahr - 1992 - Hume Studies 18 (2):293-314.
    In lieu of an abstract, here is a brief excerpt of the content:Hume on Tranquillizing the Passions John Immerwahr Borrowingafragmentfrom thelyric poetArchilochus, Sir IsaiahBerlin once divided thinkers into two categories: foxes, who know many things; and hedgehogs, who know only one, "one big thing."1 Although Berlin does not include Hume in either list, it is tempting to put him with the foxes. Indeed, Hume's corpus is brilliantly eclectic, ranging with equal facility over an impressive array of seemingly diverse subjects such (...)
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  3.  70
    The Development of Reid’s Realism.John Immerwahr - 1978 - The Monist 61 (2):245-256.
    Thomas Reid’s theory of perception is presented in two separate works published more than twenty years apart. For the most part scholars have agreed with D.D. Todd’s view that “there is very little that in any rich sense can be called development in Reid’s philosophy.” The general view seems to be that the two works differ in emphasis and presentation rather than in philosophical position. Reid himself lends support to this interpretation by remarking to former students that in the Intellectual (...)
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  4.  77
    Hume's Aesthetic Theism.John Immerwahr - 1996 - Hume Studies 22 (2):325-337.
    In lieu of an abstract, here is a brief excerpt of the content:Hume Studies Volume XXII, Number 2, November 1996, pp. 325-337 Hume's Aesthetic Theism JOHN IMMERWAHR When it comes to religion, Hume's motto is corruptio optimi pessima, "the corruption of the best things gives rise to the worst" (NHR 338,339, SScE 73).1 He warmly endorses what he calls "true religion" and strongly attacks false religion, superstition and priestcraft. Hume's distaste for false religion is obviously sincere, but scholars have sometimes (...)
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  5. The Hobbes Game.John Immerwahr - 1976 - Teaching Philosophy 1 (4):435-439.
    This article provides an account of an attempt to use games in teaching the political philosophies of Hobbes (and Locke). The idea of using games as an educational tool seems appropriate for philosophy since philosophers so often discuss games and draw examples from them. Political philosophy is especially suited for this approach since games involve human interactions similar to those discussed by political philosophers.
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  6.  54
    Hume's Essays on Happiness.John Immerwahr - 1989 - Hume Studies 15 (2):307-324.
    In lieu of an abstract, here is a brief excerpt of the content:Hume's Essays on Happiness John Immerwahr The second volume of Hume's Essays, Moral and Political (1742) includes a set offour pieces on the sects, that naturally form themselves in the world. These essays, "The Epicurean," "The Stoic," "The Platonist," and "The Sceptic,"refer to the ancient philosophical schools, but their main purpose, according to Hume, is to describe four different ideas ofhuman life and ofhappiness. There is little discussion ofthese (...)
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  7.  16
    The Hobbes Game.John Immerwahr - 1976 - Teaching Philosophy 1 (4):435-439.
  8.  62
    Hume's Dissertation on the Passions.John Immerwahr - 1994 - Journal of the History of Philosophy 32 (2):225-240.
  9.  41
    Hume's Revised Racism.John Immerwahr - 1992 - Journal of the History of Ideas 53 (3):481-486.
  10.  23
    The Failure of Hume's Treatise.John Immerwahr - 1977 - Hume Studies 3 (2):57-71.
    In lieu of an abstract, here is a brief excerpt of the content:THE FAILURE OF HUME'S TREATISE The Treatise is, of course, a failure; Hume tells us so himself. Hume's reservations about the Treatise both in later writings and even within the work itself are well known. What is less clear is exactly why Hume found the Treatise so unsatisfactory. This is a complicated question, for to explain why the Treatise does not live up to Hume's expectations presupposes an understanding (...)
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  11.  18
    David Hume on Incompatible Religious Beliefs.John Immerwahr - 1984 - International Studies in Philosophy 16 (1):25-33.
  12. The Case for Motivational Grading.John Immerwahr - 2011 - Teaching Philosophy 34 (4):335-346.
    Is it legitimate to use grades for the purpose of motivating students to do things that will improve their learning (such as attending class) or is the only valid purpose of grades to evaluate student mastery of course skills and content? Daryl Close and others contend that using grades as motivators is either unfair or counterproductive. This article argues that there is a legitimate use for “motivational grading,” which is the practice of using some grades solely or primarily for the (...)
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  13.  8
    Augustine and Liberal Education.Felix B. Asiedu, Debra Romanick Baldwin, Phillip Cary, Mark J. Doorley, Daniel Doyle, Marylu Hill, John Immerwahr, Richard M. Jacobs, Thomas F. Martin, Andrew R. Murphy & Thomas W. Smith - 2008 - Lexington Books.
    This book applies Augustine's thought to current questions of teaching and learning. The essays are written in an accessible style and is not intended just for experts on Augustine or church history.
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  14.  47
    Augustine's Advice for College Teachers: Ever Ancient, Ever New.John Immerwahr - 2008 - Metaphilosophy 39 (4-5):656-665.
    St. Augustine's short treatise Instructing Beginners in Faith (De Catechizandis Rudibus) is one of his less well known works, but it provides some fascinating insights on pedagogy that are applicable to college teaching. For Augustine, education is best understood as a relationship of love, where teacher and learner function in a reciprocal system. If the teacher is enthusiastic, the students respond, drawing even more energy from the teacher. If the teacher is dull, or if the students are unresponsive, the learning (...)
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  15.  31
    An Interpretation of Zeno's Stadium Paradox.John Immerwahr - 1978 - Phronesis 23 (1):22-26.
  16.  24
    Berkeley’s Causal Thesis.John Immerwahr - 1974 - New Scholasticism 48 (2):153-170.
  17.  17
    Berkeley’s Causal Thesis.John Immerwahr - 1974 - New Scholasticism 48 (2):153-170.
  18.  34
    David Hume, sexism, and sociobiology.John Immerwahr - 1983 - Southern Journal of Philosophy 21 (3):359-369.
  19.  11
    David Hume, Sexism, and Sociobiology.John Immerwahr - 2010 - Southern Journal of Philosophy 21 (3):359-369.
  20.  3
    Digital Media Reviews-In Socrates' Wake.John Immerwahr - 2009 - Teaching Philosophy 32 (2):199.
  21.  28
    Descartes’ Two Cosmological Proofs.John Immerwahr - 1982 - New Scholasticism 56 (3):346-354.
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  22.  35
    Engaging the “Thumb Generation” with Clickers.John Immerwahr - 2009 - Teaching Philosophy 32 (3):233-245.
    This article is an introduction to classroom response systems (“clickers”) for philosophy lecture courses. The article reviews how clickers can help re-engage students after their attention fades during a lecture, can provide student contributions that are completely honest and free of peer pressure, and can give faculty members a rapid understanding of student understanding of material. Several specific applications are illustrated including using clicker questions to give students an emotional investment in a topic, to stimulate discussion, to display change of (...)
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  23.  9
    Frederick G. Whelan., Order and Artifice in Hume's Political Phibsophy.John Immerwahr - 1989 - International Studies in Philosophy 21 (1):126-127.
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  24.  43
    From Self-Centered to Learner-Centered.John Immerwahr - 2016 - Teaching Philosophy 39 (1):43-50.
    Successful learning is based on a reciprocal relationship between instructor and student that, in turn, requires the instructor to have a deep understanding of the student’s background, interests, fears and resistances. In fact, many beginning philosophy instructors have a rather limited understanding of what their students bring to the educational interaction. The conclusion is that training in pedagogy must be more than teaching techniques but should also include more exposure to an understanding of the experience of contemporary college students. An (...)
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  25.  20
    God and Morality in Hume’s ‘Suppressed’ Essays.John Immerwahr - 1979 - International Studies in Philosophy 11:91-102.
  26.  8
    God and Morality in Hume’s ‘Suppressed’ Essays.John Immerwahr - 1979 - International Studies in Philosophy 11:91-102.
  27.  17
    Hume’s Self Criticism.John Immerwahr - 1980 - Southern Journal of Philosophy 18 (2):169-176.
  28.  10
    Hume's Self Criticism.John Immerwahr - 1980 - Southern Journal of Philosophy 18 (2):169-176.
  29.  76
    Incorporating Gender Issues in Modern Philosophy Courses.John Immerwahr - 1990 - Teaching Philosophy 13 (3):241-252.
  30.  45
    In Socrates’ Wake, http://insocrateswake.blogspot.com.John Immerwahr - 2009 - Teaching Philosophy 32 (2):199-201.
  31. S. Tweyman, Scepticism and Belief in Hume's Dialogues Concerning Natural Religion Reviewed by.John Immerwahr - 1988 - Philosophy in Review 8 (3):116-118.
  32.  11
    The Future of US-Soviet Relations.John Immerwahr - 1988 - Journal for Peace and Justice Studies 1 (1):1-11.
  33.  20
    The Locke Game.John Immerwahr, Sean McCann, Catherine Murphy & Robert Zampetti - 1983 - Teaching Philosophy 6 (1):31-39.
  34.  21
    Thomas Reid and “The Way of Ideas”.John Immerwahr - 1991 - International Studies in Philosophy 23 (3):112-114.
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  35.  38
    Www.earlymoderntexts.Com.John Immerwahr - 2008 - Teaching Philosophy 31 (3):277-282.
    A review, with recommendations, of Jonathan Bennett’s “translations” of classical early modern texts into language more accessible to undergraduates.
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  36.  16
    Asking questions: Ways to promote (or destroy) class discussion.John Immerwahr - 1991 - Metaphilosophy 22 (4):364-377.
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  37.  31
    Hume the Sociable Iconoclast: The Case of the Four Dissertations.Jacob Sider Jost & John Immerwahr - 2013 - The European Legacy 18 (5):603-618.
    Though each of its four constituent essays has received scholarly attention in itself, Hume?s Four Dissertations (1757) has received virtually no consideration from scholars as a unified whole. This article offers such an assessment, and argues that two crucially Humean themes link the four texts. First, they show the applicability of Hume?s theory of the passions to a wide range of questions: to the philosophy of religion, to psychology, and to aesthetics. Second, they show Hume grappling with the tension between (...)
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  38.  73
    David Hume: Common-Sense Moralist, Sceptical Metaphysician. [REVIEW]John Immerwahr - 1984 - Philosophical Review 93 (3):444-446.
  39.  34
    A Progress of Sentiments. [REVIEW]John Immerwahr - 1993 - International Studies in Philosophy 25 (3):102-102.
  40.  13
    David Hume. [REVIEW]John Immerwahr - 1990 - International Studies in Philosophy 22 (1):100-100.
  41.  10
    David Hume. [REVIEW]John Immerwahr - 1990 - International Studies in Philosophy 22 (1):100-100.
  42.  16
    David Hume: The Newtonian Philosopher. By Nicholas Capaldi. Boston: Twayne Publishers. 1976. $7.50. 241 pages. [REVIEW]John Immerwahr - 1978 - Dialogue 17 (4):722-725.
  43.  20
    Hume’s Philosophy of Common Life. [REVIEW]John Immerwahr - 1988 - International Studies in Philosophy 20 (1):94-95.
  44.  19
    Hume’s Theory of Justice. [REVIEW]John Immerwahr - 1983 - International Studies in Philosophy 15 (1):86-87.
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  45. Hume’s Theory of Justice. [REVIEW]John Immerwahr - 1983 - International Studies in Philosophy 15 (1):86-87.
  46. John Bricke., Hume's Philosophy of Mind. [REVIEW]John Immerwahr - 1982 - International Studies in Philosophy 14 (1):73-74.
  47.  24
    Norman Daniels, "Thomas Reid's Inquiry: The Geometry of Visibles and the Case for Realism". [REVIEW]John Immerwahr - 1976 - Journal of the History of Philosophy 14 (3):371.
  48.  19
    Opinion and Reform in Hume’s Political Philosophy. [REVIEW]John Immerwahr - 1995 - International Studies in Philosophy 27 (4):141-142.
  49.  4
    Ronald Amundson," Testing Utility," Teaching Philosophy 3: 2, Fall, 1 979, 1 73-6. Robert S. Brumbaugh," The Mathematical Imagery of Plato, Republic X," Teaching Philosophy 7: 3, July 1 984, 223-7. Robert S. Brumbaugh," Teaching Plato's Republic VIII and rx," Teaching Philosophy 3: 3, Spring 1 980, 33 1-7. [REVIEW]John Immerwahr - 1985 - Philosophy 8:47-53.
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  50.  20
    The Cambridge Companion to David Hume. [REVIEW]John Immerwahr - 1997 - International Studies in Philosophy 29 (2):138-139.
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