Results for 'Leonora Tubbs Tisdale'

118 found
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  1. Preaching as Local Theology and Folk Art.Leonora Tubbs Tisdale - 1997
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  2.  56
    From beast-machine to man-machine.Leonora Cohen Rosenfield - 1940 - New York,: Octagon Books.
  3.  94
    Descartes and henry more on the beast-machine—A translation of their correspondence pertaining to animal automatism.Leonora D. Cohen - 1936 - Annals of Science 1 (1):48-61.
  4.  84
    The development of metacognitive ability in adolescence.Sarah-Jayne Blakemore Leonora G. Weil, Stephen M. Fleming, Iroise Dumontheil, Emma J. Kilford, Rimona S. Weil, Geraint Rees, Raymond J. Dolan - 2013 - Consciousness and Cognition 22 (1):264.
    Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 56 participants aged between 11 and 41 years. Metacognitive ability improved significantly with age during adolescence, was highest in late adolescence and plateaued going (...)
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  5.  14
    From Beast-machine to Man-machine: Animal Soul in French Letters from Descartes to La Mettrie.Leonora Cohen Rosenfield - 1968 - Oxford University Press.
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  6.  53
    Ethical dilemmas of doing business in post-soviet ukraine.Leonora Fuxman - 1997 - Journal of Business Ethics 16 (12-13):1273-1282.
    Based on personal experience, interviews, and numerous anecdotal evidence documented in the press, this paper analyzes current practices and focuses on future challenges of business development in Ukraine. In particular, the most recent developments in evolution of business relations and ethics are studied. Business ethics practices are viewed within the current political, economic, and social context. A unique combination of three factors: old communist mentality, new "mafia-style" capitalism, and Ukrainian nationalism have created a situation where applying internationally accepted ethical concepts (...)
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  7.  37
    Humanitas, Metaphysics and Modern Liberal Arts.Nigel Tubbs - 2014 - Educational Philosophy and Theory 46 (5):488-498.
    There is a new myth of the heterogeneous that is reducing the concept of humanity to a sinful enlightenment. In this article I investigate the contribution that a renewed understanding of liberal arts education might offer for the idea of a humanist education and for the concept of humanity; and this at a time when not only the concept of humanity per se, and of a humanist education in particular are suspected of Western imperialism and rational logocentrism, but also, in (...)
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  8. (1 other version)From Beast-Machine to Man-Machine.Leonora Cohen Rosenfield - 1941 - Philosophy 16 (64):438-439.
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  9.  16
    Development of Attention and Accuracy in Learning a Categorization Task.Leonora C. Coppens, Christine E. S. Postema, Anne Schüler, Katharina Scheiter & Tamara van Gog - 2021 - Frontiers in Psychology 12.
    Being able to categorize objects as similar or different is an essential skill. An important aspect of learning to categorize is learning to attend to relevant features and ignore irrelevant features of the to-be-categorized objects. Feature variability across objects of different categories is informative, because it allows inferring the rules underlying category membership. In this study, participants learned to categorize fictitious creatures. We measured attention to the aliens during learning using eye-tracking and calculated the attentional focus as the ratio of (...)
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  10.  35
    Ser docente y subjetividad histórica en el Chile actual: discursos, prácticas y resistencias.Leonora Reyes, Rodrigo Cornejo, Ana Arévalo & Rodrigo Sánchez - 2010 - Polis 27.
    El presente artículo da cuenta de una instancia de trabajo colectivo con profesores y profesoras de aula, el “Taller de Educadores Autores” (TEA), que tiene como propósito rastrear el proceso de construcción de nuevas subjetividades docentes que permitan dar cuenta de las actuales condiciones en que es desempeñada la docencia, así como proponer otras formas de ser docente. A través del Taller, los profesores y profesoras problematizan acerca de los significados y sentidos de su trabajo por medio de la escritura (...)
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  11.  1
    Human rights and nursing codes of ethics in Canada 1953–2017.Dawn Tisdale & Paisly Michele Symenuk - 2020 - Nursing Ethics 27 (4):1077-1088.
    Human rights are foundational to the health and well-being of all individuals and have remained a central tenet of nursing’s ethical framework throughout history. The purpose of this study is to explore continuity and changes to human rights in nursing codes of ethics in the Canadian context. This study examines nursing codes of ethics between the years 1953 and 2017, which spans the very first code in Canada to the most recently adopted. The historical method is used to compare and (...)
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  12. (1 other version)Kingsley Price, ed., On Criticizing Music Reviewed by.Noel H. Tisdale - 1984 - Philosophy in Review 4 (3):124-126.
     
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  13.  28
    The Moral and Political Status of Children.E. Kay M. Tisdall - 2003 - Contemporary Political Theory 2 (3):363-365.
  14.  11
    Gillian Rose and Education.N. Tubbs - 2015 - Telos: Critical Theory of the Contemporary 2015 (173):125-143.
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  15.  49
    Know Thyself: Macrocosm and Microcosm.Nigel Tubbs - 2011 - Studies in Philosophy and Education 30 (1):53-66.
    There was a time when, in the Liberal Arts, philosophy and education enjoyed the most intimate and productive relationship. Drawing together philosophy and nature they sought to understand the greatest of human mysteries. This meant thinking about both the macrocosm and the microcosm and especially the relation between them. In this relation lies the most fundamental vocation of Liberal Arts education—Know Thyself. In my article I attempt to retrieve the philosophical education that lies between the individual and the universe. I (...)
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  16.  57
    Mind the Gap: The Philosophy of Gillian Rose.Nigel Tubbs - 2000 - Thesis Eleven 60 (1):42-60.
    This article explores the implications of Gillian Rose's social and political theory of modernity. For Rose, modernity not only construes `the autonomous moral subject as free within the order of representations and unfree within its preconditions and outcomes' (1996: 57), it is also `the working out of that combination' (ibid.). The implications of this view are explored below, concentrating in particular on the way Rose tackled the aporias and contradictions of modern sociology and social theory. Its conclusion is twofold. First, (...)
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  17. Order effects in belief updating with consistent and inconsistent evidence.Rm Tubbs, Gj Gaeth, Ip Levin & La Child - 1990 - Bulletin of the Psychonomic Society 28 (6):516-516.
     
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  18.  29
    Morris R. Cohen, the Teacher.Leonora Cohen Rosenfield - 1957 - Journal of the History of Ideas 18 (1/4):552.
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  19.  19
    Custom, time and reason: early seventeenth-century conceptions of the common law.J. Tubbs - 1998 - History of Political Thought 19 (3):363-406.
    The writer examines the evidence regarding the claim that English lawyers of the early seventeenth century exhibited a jurisprudential outlook dominant enough to be correctly called ‘the common law mind’ - an understanding in which the common law was conceptualized as immemorially-old custom. He argues that there was no dominant common law mind in the period; that there were at least two widely-held orientations to the common law among common lawyers. One, held by some of the more traditional lawyers, did (...)
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  20.  42
    Response to Ross Abbinnett’s Review of Education in Hegel.Nigel Tubbs - 2010 - Studies in Philosophy and Education 29 (1):97-100.
  21.  12
    The Relative Priority of the Wedding Passages in the Kumārasaṃbhava and the RaghuvaṃśaThe Relative Priority of the Wedding Passages in the Kumarasambhava and the Raghuvamsa.Gary A. Tubb - 1982 - Journal of the American Oriental Society 102 (2):309.
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  22.  23
    The effects of electron irradiation on crystals of potassium chloride.M. R. Tubbs & A. J. Forty - 1962 - Philosophical Magazine 7 (76):709-714.
  23. Chapter 3, The Master.N. Tubbs - 2005 - Journal of Philosophy of Education 39 (2):239-258.
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  24.  32
    For and of the truth: 'Upbuilding' higher education in church colleges.Nigel Tubbs - 2003 - Journal of Philosophy of Education 37 (1):53–69.
    This article argues that church colleges of higher education, in their desire to be distinctive, can benefit from rethinking the relationship between the philosophical and the religious in order to retrieve a view of higher education as ‘upbuilding’. This will be achieved by illustrating how the central idea of speculative philosophy—that our learning about truth occurs in and through the phenomenology of aporetic experiences of the conditions of possibility—can contribute to the debate within church colleges regarding what is different about (...)
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  25. Mysticism and Rationalism in Morris Raphael Cohen.Leonora Cohen Rosenfield - 1961 - Pacific Philosophical Quarterly 42 (3):303.
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  26.  26
    Is There Such a Thing as Irresponsible Art.Sallie Tisdale - 1996 - Cardozo Studies in Law and Literature 8 (2):253-257.
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  27.  12
    The Symbolic Image of Ancestors in the Church of World Messianity.Yutaka Tisdall-Yamada - 1991 - Japanese Journal of Religious Studies 18 (2/3):151-164.
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  28.  25
    Nietzsche, Zarathustra and Deleuze.N. Tubbs - 2005 - Journal of Philosophy of Education 39 (2):357-385.
  29.  20
    Re-educating thinking: philosophy, education, and pragmatism.Nigel Tubbs - 2023 - Journal of Philosophy of Education 57 (2):433-443.
    John Dewey stated that ‘[h]owever far apart philosophy and educational theory may later have become, in their beginnings they were strictly identical.' Dewey's ‘progressivism' in Democracy and Education rests on this communion. A self-reflective philosophical education by the community, about the community, for the community, would create the conditions for the advance of social justice. But new progressive ideas championing redistributive justice might appear to be in worryingly short supply. That is one reason, among many, why Philip Kitcher’s The Main (...)
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  30.  20
    Education in Hegel.Nigel Tubbs - 2008 - Continuum.
    Introduction -- Self and other : life and death -- Education in Hegel in the history of philosophy -- Fossil fuel culture -- Education in Hegel in Derrida -- Education in Hegel in Levinas -- I philosophy.
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  31.  67
    Philosophy of the teacher.Nigel Tubbs - 2005 - Oxford: Blackwell.
    This book offers a philosophical study of the teacher.
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  32.  10
    Psychology and Spiritual Formation: The State of the Union.Theresa Clement Tisdale - 2014 - Journal of Spiritual Formation and Soul Care 7 (2):220-228.
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  33.  21
    ‘We have come to be destroyed’: The ‘extraordinary’ child in science fiction cinema in early Cold War Britain.Laura Tisdall - 2021 - History of the Human Sciences 34 (5):8-31.
    Depictions of children in British science fiction and horror films in the early 1960s introduced a new but dominant trope: the ‘extraordinary’ child. Extraordinary children, I suggest, are disturbing because they violate expected developmental norms, drawing on discourses from both the ‘psy’ sciences and early neuroscience. This post-war trope has been considered by film and literature scholars in the past five years, but this existing work tends to present the extraordinary child as an American phenomenon, and links these depictions to (...)
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  34.  36
    Heroine as Hero: Pārvatī in the Kumārasaṃbhava and the PārvatīpariṇayaHeroine as Hero: Parvati in the Kumarasambhava and the Parvatiparinaya.Gary A. Tubb - 1984 - Journal of the American Oriental Society 104 (2):219.
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  35.  16
    Hegel's educational theory and practice.Nigel Tubbs - 1996 - British Journal of Educational Studies 44 (2):181-199.
    This article examines four related aspects of Hegel's approach to the teaching of philosophy and to the philosophy of the teacher. Specifically, it highlights some of the views Hegel expressed on education in general whilst Rector of the Nuremberg gymnasium; describes his opinions on the place of philosophy within the school curriculum and the structure of the philosophy course which he designed for his pupils; examines the pedagogy which he employed in teaching his system of philosophy; and offers preliminary comments (...)
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  36.  40
    Return of the teacher.Nigel Tubbs - 2003 - Educational Philosophy and Theory 35 (1):71–88.
  37.  9
    Socrates on trial.Nigel Tubbs - 2022 - New York, NY: Bloomsbury Academic.
    Socrates On Trial tells of Socrates's return to a modern city that is plagued by prejudice, privilege and populism. On resuming his questioning in the agora he is arrested, interrogated by his prosecutors, questioned by his Judge, and confessed to by his inquisitor. On a Festival Day, he explores a new model for the just city --a city based not on mastery but on learning --before offering a new apology to the court that will, once again, decide his fate. This (...)
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  38.  20
    The Immunity of Civilians and the Principle of Double Effect.Christine Tubb - 1999 - Cogito 13 (1):49-53.
  39.  22
    Evaluating Oversight of Human Drugs and Medical Devices: A Case Study of the FDA and Implications for Nanobiotechnology.Jordan Paradise, Alison W. Tisdale, Ralph F. Hall & Efrosini Kokkoli - 2009 - Journal of Law, Medicine and Ethics 37 (4):598-624.
    This article evaluates the oversight of drugs and medical devices by the U.S. Food and Drug Administration using an integration of public policy, law, and bioethics approaches and employing multiple assessment criteria, including economic, social, safety, and technological. Throughout, assessments employing both the multiple criteria and a method of expert elicitation are combined with the existing literature, case law, and regulations providing an integrative historical case study approach. The goal is to provide useful information from multiple disciplines and perspectives to (...)
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  40.  48
    Vastutas tu: Methodology and the New School of Sanskrit Poetics. [REVIEW]Gary Tubb & Yigal Bronner - 2008 - Journal of Indian Philosophy 36 (5-6):619-632.
    Recognizing newness is a difficult task in any intellectual history, and different cultures have gauged and evaluated novelty in different ways. In this paper we ponder the status of innovation in the context of the somewhat unusual history of one Sanskrit knowledge system, that of poetics, and try to define what in the methodology, views, style, and self-awareness of Sanskrit literary theorists in the early modern period was new. The paper focuses primarily on one thinker, Jagannātha Paṇḍitarāja, the most famous (...)
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  41.  24
    Green metaphysics: A sustainable and renewable liberal arts education.Nigel Tubbs - 2018 - Educational Philosophy and Theory 50 (11):1068-1074.
    Liberal arts education has carried with it the tradition of a virtuous elite. The metaphysics that accompanies this elitism has its own ground in the master and slave relation of Antiquity. But a different metaphysics offers itself now for liberal arts, one which can be argued to be ‘green’, by being sustainable and renewable without the exploitation of the resources and labours of others. It might seem strange to argue that liberal arts should be the natural home of such a (...)
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  42.  5
    Growing to Become in Every Respect the Mature Body of Christ: Teaching and Practicing Spiritual Formation and Soul Care in Seminary, Ministry, and Educational Contexts1.Theresa Clement Tisdale - 2018 - Journal of Spiritual Formation and Soul Care 11 (2):121-122.
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  43.  3
    Important Considerations for Furthering the Teaching and Practice of Christian Spiritual Formation and Soul Care.Theresa Clement Tisdale - 2019 - Journal of Spiritual Formation and Soul Care 12 (1):3-4.
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  44.  4
    Teaching and Practicing Spiritual Formation and Soul Care in Seminary Settings.Theresa Clement Tisdale - 2018 - Journal of Spiritual Formation and Soul Care 11 (2):123-124.
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  45.  5
    Teaching and Practicing Spiritual Formation and Soul Care in Educational Settings.Theresa Clement Tisdale - 2018 - Journal of Spiritual Formation and Soul Care 11 (2):228-229.
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  46.  3
    Teaching and Practicing Spiritual Formation and Soul Care in Ministry Settings.Theresa Clement Tisdale - 2018 - Journal of Spiritual Formation and Soul Care 11 (2):180-181.
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  47.  43
    The Value of the Arts.Nigel Tubbs - 2013 - Journal of Philosophy of Education 47 (3):441-456.
    The value of the arts is often measured in terms of human creativity against instrumental rationality, while art for art's sake defends against a utility of art. Such critiques of the technical and formulaic are themselves formulaic, repeating the dualism of the head and the heart. How should we account for this formula? We should do so by investigating its determination within metaphysical and social relations, ancient and modern, and by comprehending the notion of freedom carried therein. This opens up (...)
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  48.  46
    What is a number?: mathematical concepts and their origins.Robert Tubbs - 2009 - Baltimore: Johns Hopkins University Press.
    Mathematics often seems incomprehensible, a melee of strange symbols thrown down on a page. But while formulae, theorems, and proofs can involve highly complex concepts, the math becomes transparent when viewed as part of a bigger picture. What Is a Number? provides that picture. Robert Tubbs examines how mathematical concepts like number, geometric truth, infinity, and proof have been employed by artists, theologians, philosophers, writers, and cosmologists from ancient times to the modern era. Looking at a broad range of (...)
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  49.  26
    Becoming critical of critical theory of education.Nigel Tubbs - 1996 - Educational Philosophy and Theory 28 (2):42–54.
  50.  15
    Abhinavagupta on Phonetic Texture.Gary A. Tubb - 1985 - Journal of the American Oriental Society 105 (3):567-578.
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