Results for 'Knut W. Ruyter'

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  1.  65
    Creating Trust in an Acute Psychiatric Ward.Marit Helene Hem, Kristin Heggen & Knut W. Ruyter - 2008 - Nursing Ethics 15 (6):777-788.
    The ideal of trust pervades nursing. This article uses empirical material from acute psychiatry that reveals that it is distrust rather than trust that is prevalent in this field. Our data analyses show how distrust is expressed in the therapeutic environment and in the relationship between nurse and patient. We point out how trust can nonetheless be created in an environment that is characterized by distrust. Both trust and distrust are exposed as `fragile' phenomena that can easily `tip over' towards (...)
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  2.  57
    Questionable Requirement for Consent in Observational Research in Psychiatry.Marit Helene Hem, Kristin Heggen & Knut W. Ruyter - 2007 - Nursing Ethics 14 (1):41-53.
    Informed consent represents a cornerstone of the endeavours to make health care research ethically acceptable. Based on experience of qualitative research on power dynamics in nursing care in acute psychiatry, we show that the requirement for informed consent may be practised in formalistic ways that legitimize the researcher's activities without taking the patient's changing perception of the situation sufficiently into account. The presentation of three patient case studies illustrates a diversity of issues that the researcher must consider in each situation. (...)
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  3.  45
    The promotion of moral ideals in schools; what the state may or may not demand.Doret J. de Ruyter & Jan W. Steutel - 2013 - Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
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  4. International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  5.  25
    Human Flourishing, Wonder, and Education.Anders Schinkel, Lynne Wolbert, Jan B. W. Pedersen & Doret J. de Ruyter - 2023 - Studies in Philosophy and Education 42 (2):143-162.
    Various authors see human flourishing as the overarching aim to which education should contribute. We ask whether fostering _wonder_ can help education attain this aim. We discuss two possibilities: firstly, it may be that having a sense of wonder as adults (possibly fostered by and/or refined due to education) contributes to flourishing itself. Secondly, it may be that fostering wonder in education increases the likelihood that education promotes flourishing, which it might do simply by increasing children’s intrinsic interest in what (...)
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  6.  42
    Equality, Explicitness, Severity, and Rigidity: The Oregon Plan Evaluated from a Scandinavian Perspective.L. F. Hansson, O. F. Norheim & K. W. Ruyter - 1994 - Journal of Medicine and Philosophy 19 (4):343-366.
    This article is an attempt to evaluate the Oregon plan from the perspective of a Scandinavian national health care system. The Nordic welfare states are marked by a strong emphasis on equality. As an example of an egalitarian system we present the Norwegian health care model in part one. In part two, the arguments in favor of a one tier system in Norway are presented and compared to Oregon's two tier system. Although we argue, in part three, that a comparison (...)
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  7.  21
    Kapila, founder of Sāṃkhya and avatāra of Viṣṇu: with a translation of Kapilāsurisaṃvāda.Knut A. Jacobsen - 2008 - New Delhi: Munshiram Manoharlal Publishers.
    Illustrations: 24 B/w Illustrations Description: In the Hindu tradition Kapila is admired and worshipped as a philosopher, a divinity, an avatara of Visnu and as a powerful ascetic. This book is the first monographic study of this important figure. The book deals with Kapila in the Veda, the Sramana traditions, the Epics and the Puranas, in the Samkhya system of religious thought and in the ritual traditions of many contemporary Hindu traditions. Kapila is an important figure in the sacred geography (...)
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  8.  26
    Visual-Constructional Ability in Individuals with Severe Obesity: Rey Complex Figure Test Accuracy and the Q-Score.Hanna L. Sargénius, Frederick W. Bylsma, Stian Lydersen & Knut Hestad - 2017 - Frontiers in Psychology 8.
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  9. Day, J., 167 Deci, EL, 56 De Ruyter, 62 Descarte, R., 41.J. Dewey, P. Dhillon, J. Diamond, E. Diener, S. E. Dimond, W. Dodds, J. M. Dostoevsky, D. D'Souza, C. Dyer & A. Edelstein - 2010 - In Yvonne Raley & Gerhard Preyer (eds.), Philosophy of education in the era of globalization. New York: Routledge. pp. 231.
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  10. Why Education in Public Schools Should Include Religious Ideals.Doret J. de Ruyter & Michael S. Merry - 2009 - Studies in Philosophy and Education 28 (4):295-311.
    In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...)
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  11.  10
    Empowering the Research Community to Investigate Misconduct and Promote Research Integrity and Ethics: New Regulation in Scandinavia.Knut Jørgen Vie - 2022 - Science and Engineering Ethics 28 (6):1-19.
    Researchers sometimes engage in various forms of dishonesty and unethical behavior, which has led to regulatory efforts to ensure that they work according to acceptable standards. Such regulation is a difficult task, as research is a diverse and dynamic endeavor. Researchers can disagree about what counts as good and acceptable standards, and these standards are constantly developing. This paper presents and discusses recent changes in research integrity and ethics regulation in Norway, Denmark, and Sweden. Recognizing that research norms are developed (...)
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  12.  18
    On Optimal Development and Becoming an Optimiser.Doret J. Ruyter - 2012 - Journal of Philosophy of Education 46 (1):25-41.
    The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed their given possibilities to the full and optimally fulfil the domains that can be said to be objectively good for all people. This also comprises the development of children into persons who want to become (...)
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  13. Darwin and moral realism: Survival of the iffiest.Knut Olav Skarsaune - 2011 - Philosophical Studies 152 (2):229-243.
    This paper defends moral realism against Sharon Street’s “Darwinian Dilemma for Realist Theories of Value” (this journal, 2006). I argue by separation of cases: From the assumption that a certain normative claim is true, I argue that the first horn of the dilemma is tenable for realists. Then, from the assumption that the same normative claim is false, I argue that the second horn is tenable. Either way, then, the Darwinian dilemma does not add anything to realists’ epistemic worries.
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  14.  16
    4 After All, How Small is the World? Global Citizenship as an Educational Ideal.Doret De Ruyter - 2010 - In Yvonne Raley & Gerhard Preyer (eds.), Philosophy of education in the era of globalization. New York: Routledge. pp. 51.
  15.  42
    Disentangling functional from structural descriptions, and the coordinating role of attention.Knut Drewing & Werner X. Schneider - 2007 - Behavioral and Brain Sciences 30 (2):205-206.
    The target article fails to disentangle the functional description from the structural description of the two somatosensory streams. Additional evidence and thorough reconsideration of the evidence cited argue for a functional distinction between the how processing and the what processing of somatosensory information, while questioning the validity and usefulness of the equation of these two types of processing with structural streams. We propose going one step further: to investigate how the distinct functional streams are coordinated via attention.
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  16. Learning from Seneca: a Stoic perspective on the art of living and education.Doret J. de Ruyter & Leendert F. Groenendijk - 2009 - Ethics and Education 4 (1):81-92.
    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...)
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  17.  15
    18 Hierarchische Modellsysteme zur Optimierung der Beatmungstherapie.Knut Möller, Norbert Weiler, Dirk Schädler, Axel Riedlinger, Christoph Schranz & Jörn Kretschmer - 2015 - In Ivor Nissen & Bernhard Thalheim (eds.), Wissenschaft Und Kunst der Modellierung: Kieler Zugang Zur Definition, Nutzung Und Zukunft. De Gruyter. pp. 369-390.
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  18.  9
    Det stille alvoret: Ludwig Wittgenstein i Norge 1913-1950.Knut Olav Åmås & Rolf Larsen - 1994 - Oslo: Norske samlaget. Edited by Rolf Larsen.
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  19. Anschauung und Beweis in der Mathematik. Skeptische Anmerkungen zum Optimisten Schopenhauer.Knut Radbruch - 1988 - Schopenhauer Jahrbuch 69:119-126.
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  20.  7
    Does a Theory of Moral Education Need the Input of Empirical Research?Doret de Ruyter - 2019 - Journal of Philosophy of Education 53 (4):642-648.
  21.  66
    Schools, identity and the conception of the good. The denominational tradition as an example.Doret De Ruyter & Siebren Miedema - 1996 - Studies in Philosophy and Education 15 (1):27-33.
    The Dutch education system relies upon a large number of publicly-subsidized, denominational schools. The authors defend the importance of schools that educate children within a specific — including denominational — conception of the good by arguing for the importance of such a conception for the development of the child's identity. An essential component of this developmental process is critical reflection, conceived as crucial to the formation of moral autonomy.
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  22. Name of book: The 10-Minute Clinical Assessment.Knut Schroeder - unknown
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  23.  74
    Pottering in the garden? On human flourishing and education.Doret J. De Ruyter - 2004 - British Journal of Educational Studies 52 (4):377-389.
  24.  23
    Ethics Review in Norway: Psychologists and Psychology Projects.Knut Dalen - 2007 - Research Ethics 3 (1):19-21.
    In Norway, research ethics committees in medicine are organized as interdisciplinary regional committees. Since 1999, Norway requires that one member of each ethics committee be a psychologist. Competence in psychology is considered relevant not only when evaluating psychology projects. As discussed in this article, a competence in psychology is also relevant for evaluating a number of issues common to all research involving human subjects as well as in the evaluation of protocols where other professionals have employed psychological methodologies.
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  25. How To Be a Moral Platonist.Knut Olav Skarsune - 2015 - Oxford Studies in Metaethics (10).
    Contrary to popular opinion, non-natural realism can explain both why normative properties supervene on descriptive properties, and why this pattern is analytic. The explanation proceeds by positing a subtle polysemy in normative predicates like “good”. Such predicates express slightly different senses when they are applied to particulars (like Florence Nightingale) and to kinds (like altruism). The former sense, “goodPAR”, can be defined in terms of the latter, “goodKIN”, as follows: x is goodPAR iff there is a kind K such that (...)
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  26.  32
    What kind of theory should theory on education for human flourishing be?Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel - 2019 - British Journal of Educational Studies 67 (1):25-39.
  27. Moral Deference and Authentic Interaction.Knut Olav Skarsaune - 2016 - Journal of Philosophy 113 (7):346-357.
    The article defends a mild form of pessimism about moral deference, by arguing that deference is incompatible with authentic interaction, that is, acting in a way that communicates our own normative judgment. The point of such interaction is ultimately that it allows us to get to know and engage one another. This vindication of our intuitive resistance to moral deference is upheld, in a certain range of cases, against David Enoch’s recent objection to views that motivate pessimism by appealing to (...)
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  28. Vision in a complete achromat: A personal account.Knut Nordby - 1990 - In R. F. Hess, L. T. Sharpe & K. Nordby (eds.), Night Vision: Basic, Clinical and Applied Aspects. Cambridge University Press.
  29.  64
    The importance of ideals in education.Doret J. De Ruyter - 2003 - Journal of Philosophy of Education 37 (3):467–482.
    The article argues that it is important to offer children ideals. Ideals are defined as imagined excellences, which are so desirable that people will try to actualise them. These characteristics show the importance of ideals for people: ideals give direction and meaning to their lives. The motivating power of ideals can, however, also lead to fanaticism. Education should therefore involve several worthy ideals that children can commit themselves to as well as critical reflection on the ways in which people are (...)
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  30.  17
    “With God all things are possible” – Luther and Kierkegaard on the relation between immutability, necessity and possibility.Knut Alfsvåg - 2018 - Neue Zeitschrift für Systematicsche Theologie Und Religionsphilosophie 60 (1):44-57.
    Name der Zeitschrift: Neue Zeitschrift für Systematische Theologie und Religionsphilosophie Jahrgang: 60 Heft: 1 Seiten: 44-57.
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  31. Wo Starb Homer?Knut Usener - 1998 - Hermes 126 (2):258.
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  32.  11
    A self-defense guide against situational pressure in organizations.Knut Jørgen Vie - 2016 - Etikk I Praksis - Nordic Journal of Applied Ethics 1 (1):105-110.
    Book review of Øyvind Kvalnes: Moral reasoning at work: Rethinking ethics in organizations. Palgrave Macmillan, 2015. 108 pages.First published online: 22 MARCH 2016.
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  33.  12
    Art, science, and religion.Ulrika Wolf-Knuts - 2016 - Approaching Religion 6 (2):4-5.
    The opening words for symposium Art Approaching Science and Religion.
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  34.  12
    Oldenburg Versehrung? Gedanken zu einer Erweiterung des Opfer-Begriffs.Knut V. M. Wormstädt - 2018 - Zeitschrift Für Evangelische Ethik 62 (1):52-57.
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  35.  5
    Zwischen Emergenz und Abbruch: Zwei prozessorientierte Versöhnungstheologien im Gespräch.Knut V. M. Wormstädt & Maximilian Schell - 2021 - Zeitschrift Für Evangelische Ethik 65 (4):273-286.
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  36.  24
    Good intentions aside: drafting a functionalist look at codes of ethics.Johannes Brinkmann & Knut Ims - 2003 - Business Ethics: A European Review 12 (3):265-274.
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  37.  45
    What Should be the Moral Aims of Compulsory Sex Education?Jan Steutel & Doret J. de Ruyter - 2011 - British Journal of Educational Studies 59 (1):75-86.
    With reference to the unsuccessful attempt of the Labour Government to make sex education a statutory part of the National Curriculum, this paper argues in favour of making liberal sex education compulsory at all state schools. First, the main characteristics of a liberal sex education are briefly explained. Promoting the virtue of respect for every adults right of sexual self-determination is presented as one of its central aims. Then the paper shows that state enforcement of liberal sex education is justifiable (...)
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  38.  26
    Mediatization – Empirical perspectives: An introduction to a special issue.Knut Lundby, Stig Hjarvard & Andreas Hepp - 2010 - Communications 35 (3):223-228.
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  39. The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends‐in‐themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real‐world constraints (...)
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  40.  19
    Glanz und Elend der Intimität: Theologisch-ethische Überlegungen zu menschlichen Naherwartungen.Knut Berner - 2005 - Zeitschrift Für Evangelische Ethik 49 (1):266-277.
    Fora human being, intimacy is relevant for bis self-conception, bis relationships with others, with material objects and with god. Intimacy proves its glamour and its susceptibility to trouble in these four perceptional areas. The essay covers positive and negative aspects of some changes in perceptions of intimacy that result from social change and the introduction of new technologies. Theological ethics serves to limit and protect intimacy. At the same time, theological ethics has to emphasise and to substantiate the meaning of (...)
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  41.  7
    Theorie des Bösen: zur Hermeneutik destruktiver Verknüpfungen.Knut Berner - 2004 - Neukirchen-Vluyn: Neukirchener.
    Nach Auschwitz -- Vom Sich-Zeigen und Sich-Entziehen des Bösen -- Indikatoren der Wirksamkeit des Bösen und Fokussierung des Gemeinen -- Zur Epigenese des Bösen -- Zum Aufbau der Untersuchung -- Provokationen: Epigenese, Banalität und Attraktivität des Bösen -- Systematisierungen: Zur Erkenntnis und Hermeneutik des Bösen -- Typologien: Theologisches Denken des Bösen -- Schlussbetrachtung: Dialektik und Epigenese des Bösen.
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  42.  4
    Humankind and Nature in Buddhism.Knut A. Jacobsen - 1991 - In Eliot Deutsch & Ronald Bontekoe (eds.), A Companion to World Philosophies. Malden, Mass.: Wiley-Blackwell. pp. 381–391.
    Buddhism teaches that the diversity of living beings in the world is caused and upheld by intentional acts performed in this and previous lives by karmic trajectories, beings whose continuity through rebirths is not dependent on a transcendent substratum such as a self (ātman), and that the order of beings in the world exactly correlates with the consequences of acts (karrnan) operative for their present life. The central Buddhist doctrine of dependent co‐arising (pratītya‐samutpāda) shows how these karmic trajectories are sustained (...)
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  43.  20
    Drei Proben aus dem Fragenkreis „Erfahrung“ im mittelalterlichen gelehrten Recht.Knut Wolfgang Nörr - 2012 - Das Mittelalter 17 (2):34-46.
    This article is concerned with the role of experientia in medieval law. This could take a number of forms, three of which are treated by way of example. In the first part of the essay, the author discusses how experience first came to serve as a source for the creation and legitimisation of new law since Late Antiquity. Henceforth, it became an important principle within Canon Law that served not only to create legal regulations supplementary to traditional law but also (...)
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  44.  5
    Semper repetendus baptismus.Knut Martin Stünkel - 2004 - Neue Zeitschrift für Systematicsche Theologie Und Religionsphilosophie 46 (1):112-137.
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  45.  54
    The virtue of taking responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25–35.
  46.  31
    The Virtue of Taking Responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25-35.
  47.  24
    Aligning Civic and Corporate Leadership with Human Dignity: Activism at the Intersection of Business and Government.Knut Kipper - 2017 - Journal of Business Ethics 146 (1):125-133.
    From a tradition of discourse ethics, human dignity can be defined as “being an equal member in the realm of subjects and authorities of justification.” Additionally, “to act with dignity means being able to justify oneself to others; to be treated in accordance with this dignity means being respected as such an equal member.” Conversely, “to treat others in ways that violate their dignity means regarding them as lacking any justification authority”. The guidelines found in Habermas’s “ideal speech situation” are (...)
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  48. Metaethics as Conceptual Engineering.Knut Olav Skarsaune - forthcoming - Analytic Philosophy.
    On the traditional approach to metaethics, theories are expected to be faithful to ordinary normative discourse – or at worst (if we think the ordinary discourse is metaphysically unsound) to deviate from it as little as possible. -/- This paper develops an alternative, “conceptual engineering” approach to metaethical enquiry, which is not in this way restricted by our present discourse. On this approach, we will seek to understand the psychology, semantics, metaphysics and epistemology, not just of our present concepts, but (...)
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  49.  7
    Prakr̥ti in Samkhya-yoga: Material Principle, Religious Experience, Ethical Implications.Knut A. Jacobsen - 1999 - Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften.
    The second part of the book gives a systematic analysis of this important principle in the Proto-Samkhya, Samkhya, and Samkhya-Yoga texts."--BOOK JACKET.
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  50.  7
    David Carr at eighty: Fifty years of dedication to academic research and teaching about philosophy of (moral) education.Doret de Ruyter - 2024 - Journal of Moral Education 53 (1):215-217.
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