Results for 'Julia R. S. Bursten'

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  1.  21
    Macroscopic Metaphysics: Middle-Sized Objects and Longish Processes: By Paul Needham, Cham, Springer, 2017, Xi + 224 Pp., ISBN 9783319709987, US$109.99.Julia R. S. Bursten - 2019 - International Studies in the Philosophy of Science 32 (1):63-64.
    Volume 32, Issue 1, March 2019, Page 63-64.
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  2.  1
    Macroscopic Metaphysics: Middle-Sized Objects and Longish Processes.Julia R. S. Bursten - forthcoming - Tandf: International Studies in the Philosophy of Science:1-2.
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  3. Pauling's Defence of Bent-Equivalent Bonds: A View of Evolving Explanatory Demands in Modern Chemistry.Julia R. Bursten - 2012 - Annals of Science 69 (1):69-90.
    Summary Linus Pauling played a key role in creating valence-bond theory, one of two competing theories of the chemical bond that appeared in the first half of the 20th century. While the chemical community preferred his theory over molecular-orbital theory for a number of years, valence-bond theory began to fall into disuse during the 1950s. This shift in the chemical community's perception of Pauling's theory motivated Pauling to defend the theory, and he did so in a peculiar way. Rather than (...)
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  4.  49
    Blake's Edition of Xenophon's Hellenica I. II., and Other Selections The Hellenica of Xenophon, Books I. And II., Together with Selections From Lysias C. Eratosthenes and From Aristotle's Constitution of Athens, Edited with Notes by R. W. Blake, A.M. Boston. 1894. [REVIEW]C. S. R. - 1895 - The Classical Review 9 (04):231-.
  5.  11
    Index to The Palace of Minos. By Joan EvansD.Litt., with Special Sections Classified in Detail and Chronologically Arranged, by Sir Arthur EvansD.Litt., F.R.S., F.B.A., Macmillan and Co., 1936. Pp. Vi + 221. 31s. 6d. [REVIEW]M. D. R. - 1937 - Journal of Hellenic Studies 57 (1):84-84.
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  6. GIRONELLA J. R. s.j., "Curso de Cuestiones filosóficas previas al estudio de la Teología".G. R. G. R. - 1964 - Rivista di Filosofia Neo-Scolastica 56:261.
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  7.  7
    Sammlung Baurat Schiller. By R. Zahn, 11⅓ × 8¾ Ins. Pp. 136, and 65 Plates. Berlin: Rudolph Lepke's Kunst-Auctions-Haus, 1929. [REVIEW]H. R. - 1929 - Journal of Hellenic Studies 49 (1):136-136.
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  8.  43
    Psychopathology. By J. S. Nicole, M.R.C.P. & S. (London: Bailliere Tindall & Cox. 1930. Pp. Xii + 203. Price 10s. 6d.).G. G. R. - 1931 - Philosophy 6 (22):271-.
  9.  28
    Mary Anne O'Neil, William E. Cain, Christopher Wise, C. S. Schreiner, Willis Salomon, James A. Grimshaw, Jr., Donald K. Hedrick, Wendell V. Harris, Paul Duro, Julia Epstein, Gerald Prince, Douglas Robinson, Lynne S. Vieth, Richard Eldridge, Robert Stoothoff, John Anzalone, Kevin Walzer, Eric J. Ziolkowski, Jacqueline LeBlanc, Anna Carew-Miller, Alfred R. Mele, David Herman, James M. Lang, Andrew J. McKenna, Michael Calabrese, Robert Tobin, Sandor Goodhart, Moira Gatens, Paul Douglass, John F. Desmond, James L. Battersby, Marie J. Aquilino, Celia E. Weller, Joel Black, Sandra Sherman, Herman Rapaport, Jonathan Levin, Ali Abdullatif Ahmida, David Lewis Schaefer. [REVIEW]Donald Phillip Verene - 1994 - Philosophy and Literature 18 (1):131.
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  10.  4
    Anna Julia Cooper’s Analysis of the Haitian Revolution.Nathifa Greene - 2017 - Clr James Journal 23 (1-2):83-104.
    Anna Julia Cooper has gained wider recognition in philosophy, thanks to the work of black feminist scholars, generating increased interest in Cooper’s ideas on race, gender, education, and social problems in the United States. However, the global scope of Cooper’s political theory has not yet received sufficient attention. Cooper’s 1925 dissertation is an analysis of slavery and the Haitian revolution, which demonstrates the fundamental contradictions within French enlightenment discourses of liberty. Cooper shows how European discourses of liberty were hampered (...)
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  11.  52
    Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions.Helen E. Lees - 2012 - Ethics and Education 7 (3):291-302.
    . Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  12.  20
    Book Review:Studies in the Platonic Epistles: With a Translation and Notes. Glenn R. Morrow; Plato's Law of Slavery in its Relation to Greek Law. Glenn R. Morrow. [REVIEW]Glenn Negley & Julia Negley - 1939 - Ethics 50 (4):462-464.
  13.  20
    R-S Learning as a Function of Meaningfulness and Degree of S-R Learning.Eleanore M. Jantz & Benton J. Underwood - 1958 - Journal of Experimental Psychology 56 (2):174.
  14.  16
    Supplementary Report: Effects of Stimulus Association Value and Exposure Duration on R-S Learning.Ned Cassem & Donald H. Kausler - 1962 - Journal of Experimental Psychology 64 (1):94.
  15.  17
    R-S Learning and Negative Transfer Effects with a Mixed List.Donald A. Kausler & George A. Kanoti - 1963 - Journal of Experimental Psychology 65 (2):201.
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  16.  15
    Retroactive Inhibition of R-S Associations.Geoffrey Keppel & Benton J. Underwood - 1962 - Journal of Experimental Psychology 64 (4):400.
  17.  12
    S-R Stimulus Selection and Strength of R-S Association.John P. Houston - 1964 - Journal of Experimental Psychology 68 (6):563.
  18.  6
    Everyday Ruptures: Children, Youth, and Migration in Global Perspective. CatiCoe, Rachel R.Reynolds, Deborah A.Boehm, Julia MeredithHess, and HeatherRae-Espinoza, Eds. Nashville: Vanderbilt. 2011. Vii + 230pp. [REVIEW]Mindy Steinberg & Thomas S. Weisner - 2012 - Ethos: Journal of the Society for Psychological Anthropology 40 (4):1-3.
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  19.  8
    Everyday Ruptures: Children, Youth, and Migration in Global Perspective. Cati Coe, Rachel R. Reynolds, Deborah A. Boehm, Julia Meredith Hess, and Heather Rae‐Espinoza, Eds. Nashville: Vanderbilt. 2011. Vii + 230pp. [REVIEW]Mindy Steinberg & Thomas S. Weisner - 2012 - Ethos: Journal of the Society for Psychological Anthropology 40 (4):1-3.
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  20. R.S. Thomas Poet of the Hidden God : Meaning and Mediation in the Poetry of R.S. Thomas.D. Z. Phillips - 1986
     
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  21.  31
    Experiences of Exclusion When Living on a Ventilator: Reflections Based on the Application of Julia Kristeva's Philosophy to Caring Science.Berit Lindahl - 2011 - Nursing Philosophy 12 (1):12-21.
    The research presented in this work represents reflections in the light of Julia Kristeva's philosophy concerning empirical data drawn from research describing the everyday life of people dependent on ventilators. It also presents a qualitative and narrative methodological approach from a person‐centred perspective. Most research on home ventilator treatment is biomedical. There are a few published studies describing the situation of people living at home on a ventilator but no previous publications have used the thoughts in Kristeva's philosophy applied (...)
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  22.  45
    S-R Compatibility: Spatial Characteristics of Stimulus and Response Codes.Paul M. Fitts & Charles M. Seeger - 1953 - Journal of Experimental Psychology 46 (3):199.
  23.  42
    S-R Compatibility: Correspondence Among Paired Elements Within Stimulus and Response Codes.Paul M. Fitts & Richard L. Deininger - 1954 - Journal of Experimental Psychology 48 (6):483.
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  24. R. S. Peters' Normative Conception of Education and Educational Aims.Michael S. Katz - 2009 - Journal of Philosophy of Education 43 (s1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be (...)
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  25.  26
    Choice Reaction with Variable S-R Mapping.L. H. Shaffer - 1965 - Journal of Experimental Psychology 70 (3):284.
  26.  40
    R.S. Peters and Moral Education, 1: The Justification of Procedural Principles.R. J. Royce - 1983 - Journal of Moral Education 12 (3):174-181.
    Abstract In this article, which is the first of two to examine the ideas of R. S. Peters on moral education, consideration is given to his justificatory arguments found in Ethics and Education. Here he employs presupposition arguments to show to what anyone engaging in moral discourse is committed. The result is a group of procedural principles which are recommended to be employed in moral education. This article is an attempt to examine the presupposition arguments Peters employs, to comment on (...)
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  27.  19
    Reason and Passion1: R. S. Peters.R. S. Peters - 1970 - Royal Institute of Philosophy Supplement 4:132-153.
    I Once gave a series of talks to a group of psychoanalysts who had trained together and was rather struck by the statement made by one of them that, psychologically speaking, ‘reason’ means saying ‘No’ to oneself. Plato, of course, introduced the concept of ‘reason’ in a similar way in The Republic with the case of the thirsty man who is checked in the satisfaction of his thirst by reflection on the outcome of drinking. But Plato was also so impressed (...)
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  28.  17
    Mixing of Two Types of S-R Associations in a Choice Reaction Time Task.Robert E. Morin & Bert Forrin - 1962 - Journal of Experimental Psychology 64 (2):137.
  29.  21
    Transition Effects in Three-Choice Reaction with Variable s-R Mapping.L. H. Shaffer - 1967 - Journal of Experimental Psychology 73 (1):101.
  30.  18
    Effects of Stimulus Uncertainty and S-R Compatibility on Speed of Digit Coding.Louis D. Costa, Morton Horwitz & Herbert G. Vaughan Jr - 1966 - Journal of Experimental Psychology 72 (6):895.
  31. Lord of the Elves and Eldils Fantasy and Philosophy in C. S. Lewis and J. R. R. Tolkien.Richard L. Purtill - 1974 - Zondervan Pub. House.
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  32. Paĭghambarimizning (S.A.V.) Ḣazrati Aliga (R.A.) Nasiḣatlari: (Matn Va Izoḣ).Imom Shaʺ"roniĭ - 2005 - Movarounnaḣr.
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  33. Thinking From the Margins, Acting at the Intersections: Anna Julia Cooper's A Voice From the South.Vivian M. May - 2004 - Hypatia 19 (2):74 - 91.
    Anna Julia Cooper's 1892 A Voice from the South is a hybrid text that speaks provocatively to contemporary feminist philosophy. Negotiating exclusionary categories of being and knowing and writing herself into intellectual traditions meant to exclude her, Cooper's narrative methods are politically tactical and epistemologically significant. Cooper inserts subjectivity into objective analysis and underscores knowledge as located and embodied. By speaking from spaces of exclusion, Cooper fully articulates the promise of intersectional approaches to liberation.
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  34.  27
    R. S. Peters and J. H. Newman on the Aims of Education.Jānis T. Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ?to travel with a different view? [Peters, R. S. (1967). What is an (...)
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  35.  14
    R. S. Peters and J. H. Newman on the Aims of Education.Jānis T. Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. S.. What is an educational (...)
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  36.  56
    R.S. Peters' 'The Justification of Education' Revisited.Stefaan E. Cuypers - 2012 - Ethics and Education 7 (1):3 - 17.
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...)
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  37.  82
    Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth.Krassimir Stojanov - 2009 - Philosophy of Education 43 (Supplement s1):161-172.
    The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions and beliefs (...)
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  38. Reason and Virtues: The Paradox of R. S. Peters on Moral Education.Graham Haydon - 2009 - Philosophy of Education 43 (Supplement s1):173-188.
    This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of moral education’—roughly, that a rational (...)
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  39.  42
    R.S. Peters and Jürgen Habermas: Presuppositions of Practical Reason and Educational Justice.Christopher Martin - 2009 - Educational Theory 59 (1):1-15.
    The contribution of philosophical ethics to the development of a just conception of education becomes increasingly complex under modern conditions of democratic pluralism. This is because the justification of moral policies for education faces the skeptical challenge of showing how the substantive moral principles upon which a policy rests do not arbitrarily privilege one culturally situated conception of justice over others. In this essay, Christopher Martin argues that this challenge highlights how any legitimate moral point of view on education requires (...)
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  40.  46
    Reading R. S. Peters on Education Today.Stefaan E. Cuypers & Christopher Martin - 2009 - Journal of Philosophy of Education 43 (s1):3-7.
    This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns.
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  41.  12
    R. S. Peters' Normative Conception Of Education And Educational Aims.Michael Katz - 2009 - Philosophy of Education 43 (Supplement s1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be used (...)
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  42.  12
    Recursive Structures and Ershov's Hierarchy.Christopher J. Ash & Julia F. Knight - 1996 - Mathematical Logic Quarterly 42 (1):461-468.
    Ash and Nerode [2] gave natural definability conditions under which a relation is intrinsically r. e. Here we generalize this to arbitrary levels in Ershov's hierarchy of Δmath image sets, giving conditions under which a relation is intrinsically α-r. e.
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  43. Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education.Stefaan E. Cuypers & Christopher Martin (eds.) - 2011 - Wiley-Blackwell.
    _Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.
     
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  44.  12
    R. S. Peters: The Reasonableness of Ethics.Felicity Haynes - 2013 - Educational Philosophy and Theory 45 (2):142-152.
    This article will begin by examining the extent to which R. S. Peters merited the charge of analytic philosopher. His background in social psychology allowed him to become more pragmatic and grounded in social conventions and ordinary language than the analytic philosophers associated with empiricism, and his gradual shift from requiring internal consistency to developing a notion of ?reasonableness?, in which reason could be tied to passion, grounded him in an idiosyncratic notion of ethics which included compassion and virtue as (...)
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  45.  85
    Julia Kristeva’s Maternal Passions.Kelly Oliver - 2010 - Journal of French and Francophone Philosophy 18 (1):1-8.
    This article critically engages Julia Kristeva’s latest work on maternal passion as an antidote to what she calls “feminine fatigue.” Oliver elaborates, criticizes, and expands Kristeva’s view that maternity can be a model for thinking about passion and its relation to creativity and even to ethics. She relates Kristeva’s thinking about feminine fatigue to contemporary feminism in the United States. .
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  46.  30
    John Dewey’s Conception of Education: Finding Common Ground with R. S. Peters and Paulo Freire.Kelvin Beckett - 2018 - Educational Philosophy and Theory 50 (4):380-389.
    John Dewey adopted a child-centered point of view to illuminate aspects of education he believed teacher-centered educators were neglecting, but he did so self-consciously and self-critically, because he also believed that ‘a new order of conceptions leading to new modes of practice’ was needed. Dewey introduced his new conceptions in The Child and the Curriculum and later and more fully in Democracy and Education. Teachers at his Laboratory School in Chicago developed the new modes of practice. In this article, I (...)
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  47.  53
    Julia Kristeva's Voyage in the Thérèsian Continent: The Malady of Love and the Enigma of an Incarnated, Shareable, Smiling Imaginary.Maria Margaroni - 2013 - Journal of French and Francophone Philosophy 21 (1):83-104.
    Drawing on Julia Kristeva's amorous dialogue with Therese in Therese, mon amour , her third volume on the powers and limits of psychoanalysis ( La haine et le pardon ), and Cet incroyable besoin de croire , my aim in this essay is to unpack Kristeva's theory of sublimation which, I suggest, Therese helps her elaborate, enrich and complicate. In particular, I focus on Kristeva's foregrounding of the mediating role of language in the sublimatory process and her rethinking of (...)
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  48.  30
    The Basis of Plato's Society: J. R. S. Wilson.J. R. S. Wilson - 1977 - Philosophy 52 (201):313-320.
    At the beginning of Book II of the Republic , Glaucon and Adeimantus ask Socrates to tell them what it is to be just or unjust, and why a man should be the former. Socrates suggests in reply that they consider first what it is for a polis to be just or unjust—a polis is bigger than an individual, he says, so its justice should be more readily visible. Now if we were to view in imagination a polis coming into (...)
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  49.  15
    The Empiricist Account of Dispositions: R.S. Woolhouse.R. S. Woolhouse - 1975 - Royal Institute of Philosophy Supplement 9:184-199.
    Besides the observable properties it exhibits and the actual processes it undergoes, a thing is full of threats and promises. The dispositions or capacities of a thing — its flexibility, its inflammability, its solubility — are no less important to us than its overt behaviour, but they strike us by comparison as rather ethereal. And so we are moved to inquire whether we can bring them down to earth; whether, that is, we can explain disposition terms without any reference to (...)
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  50. Education, Values, and Mind: Essays for R.S. Peters.R. S. Peters & David E. Cooper (eds.) - 1986 - Routledge and Kegan Paul.
    David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...
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