Results for 'Maksym R. Kulyk'

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  1.  14
    Теорія пізнання северина боеція: Головні концепції та сенси в контексті середньовічної теології.Maksym R. Kulyk - 2020 - Вісник Харківського Національного Університету Імені В. Н. Каразіна. Серія «Філософія. Філософські Перипетії» 63:109-118.
    The article considers the issues of some initial provisions of the theory of cognition as part of the theology of the famous medieval thinker Severin Boethius. The main concepts of cognition are considered: reason, intellect, intelligence, divine knowledge, universals, divine mind, simple form and others. The aim of the article is to systematically present the key problems that reveal the place of cognition as an activity that determines the meaning of human existence in the epistemological doctrine of S. Boethius. Arguments (...)
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  2.  35
    The Value Gap.Toni Rønnow-Rasmussen - 2021 - Oxford: Oxford University Press.
    In The Value Gap, Toni Rønnow-Rasmussen addresses the distinction between what is finally good and what is finally good-for, two value notions that are central to ethics and practical deliberation. The first part of the book argues against views that claim that one of these notions is either faulty, or at best conceptually dependent on the other notion. Whereas these two views disagree on whether it is good or good-for that is the flawed or dependent concept, it is argued, as (...)
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  3. The Authoritative Normativity of Fitting Attitudes.R. A. Rowland - 2022 - Oxford Studies in Metaethics 17:108-137.
    Some standards, such as moral and prudential standards, provide genuinely or authoritatively normative reasons for action. Other standards, such as the norms of masculinity and the mafia’s code of omerta, provide reasons but do not provide genuinely normative reasons for action. This paper first explains that there is a similar distinction amongst attitudinal standards: some attitudes (belief, desire) have standards that seem to give rise to genuine normativity; others (boredom, envy) do not. This paper gives a value-based account of which (...)
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  4.  15
    Back to the 3 R’s: Rights, Responsibilities and Reasoning.Kenneth R. Westphal - 2016 - SATS 17 (1):21-60.
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  5.  71
    Rationales and argument moves.R. P. Loui & Jeff Norman - 1995 - Artificial Intelligence and Law 3 (3):159-189.
    We discuss five kinds of representations of rationales and provide a formal account of how they can alter disputation. The formal model of disputation is derived from recent work in argument. The five kinds of rationales are compilation rationales, which can be represented without assuming domain-knowledge (such as utilities) beyond that normally required for argument. The principal thesis is that such rationales can be analyzed in a framework of argument not too different from what AI already has. The result is (...)
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  6.  49
    The theoretical practices of physics: philosophical essays.R. I. G. Hughes - 2010 - New York: Oxford University Press.
    R.I.G. Hughes presents a series of eight philosophical essays on the theoretical practices of physics. The first two essays examine these practices as they appear in physicists' treatises (e.g. Newton's Principia and Opticks ) and journal articles (by Einstein, Bohm and Pines, Aharonov and Bohm). By treating these publications as texts, Hughes casts the philosopher of science in the role of critic. This premise guides the following 6 essays which deal with various concerns of philosophy of physics such as laws, (...)
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  7. Hasker on the Divine Processions of the Trinitarian Persons.R. T. Mullins - 2017 - European Journal for Philosophy of Religion 9 (4):181-216.
    Within contemporary evangelical theology, a peculiar controversy has been brewing over the past few decades with regard to the doctrine of the Trinity. A good number of prominent evangelical theologians and philosophers are rejecting the doctrine of divine processions within the eternal life of the Trinity. In William Hasker’s recent Metaphysics and the Tri-Personal God, Hasker laments this rejection and seeks to offer a defense of this doctrine. This paper shall seek to accomplish a few things. In section I, I (...)
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  8. Helmholtz on Perceptual Properties.R. Brian Tracz - 2018 - Journal for the History of Analytical Philosophy 6 (3).
    Hermann von Helmholtz’s work on perceptual science had a fundamental impact on Neo-Kantian movements in the late nineteenth century, and his influence continues to be felt in psychology and analytic philosophy of perception. As is widely acknowledged, Helmholtz denied that we can perceive mind-independent properties of external objects, a view I label Ignorance. Given his commitment to Ignorance, Helmholtz might seem to be committed to a subjectivism according to which we only perceive properties of our own representations. Against this, I (...)
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  9.  45
    Emotions and the category of passivity.R. S. Peters & C. A. Mace - 1962 - Proceedings of the Aristotelian Society 62:117-142.
    R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.
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  10.  19
    Education, Love of One’s Subject, and the Love of Truth.R. K. Elliott - 1974 - Journal of Philosophy of Education 8 (1):135-153.
    R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.
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  11.  17
    Adjudication under Bentham's Pannomion: J. R. Dinwiddy.J. R. Dinwiddy - 1989 - Utilitas 1 (2):283-289.
  12.  32
    VII—Emotions and the Category of Passivity.R. S. Peters & C. A. Mace - 1962 - Proceedings of the Aristotelian Society 62 (1):117-142.
    R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.
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  13.  25
    The undecidability of k-provability.Samuel R. Buss - 1991 - Annals of Pure and Applied Logic 53 (1):75-102.
    Buss, S.R., The undecidability of k-provability, Annals of Pure and Applied Logic 53 75-102. The k-provability problem is, given a first-order formula ø and an integer k, to determine if ø has a proof consisting of k or fewer lines . This paper shows that the k-provability problem for the sequent calculus is undecidable. Indeed, for every r.e. set X there is a formula ø and an integer k such that for all n,ø has a proof of k sequents if (...)
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  14.  15
    IV*—Leibniz's Reaction to Cartesian Interaction.R. S. Woolhouse - 1986 - Proceedings of the Aristotelian Society 86 (1):69-82.
    R. S. Woolhouse; IV*—Leibniz's Reaction to Cartesian Interaction, Proceedings of the Aristotelian Society, Volume 86, Issue 1, 1 June 1986, Pages 69–82, https:/.
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  15.  60
    Reason and violence: a decade of Sartre's philosophy, 1950-1960.R. D. Laing - 1964 - New York: Routledge. Edited by D. G. Cooper.
    This work is available on its own or as part of the 7 volume set Selected Works of R. D. Laing.
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  16.  12
    ‘Because I Say So!’ Some Limitations Upon the Rationalisation of Authority.R. T. Allen - 1987 - Journal of Philosophy of Education 21 (1):15-24.
    R T Allen; ‘Because I Say So!’ Some Limitations Upon the Rationalisation of Authority, Journal of Philosophy of Education, Volume 21, Issue 1, 30 May 2006, Page.
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  17.  19
    Aestheticism, Imagination and Schooling: a reply to Ruby Meager.R. K. Elliott - 1981 - Journal of Philosophy of Education 15 (1):33-42.
    R K Elliott; Aestheticism, Imagination and Schooling: a reply to Ruby Meager, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 33–42.
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  18.  71
    Towards an axiology of knowledge.R. W. K. Paterson - 1979 - Journal of Philosophy of Education 13 (1):91–100.
    R W K Paterson; Towards an Axiology of Knowledge, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 91–100, https://doi.org/10.1111/j.1.
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  19. Value-First Accounts of Reasons and Fit.R. A. Rowland - 2023 - In Chris Howard & R. A. Rowland (eds.), Fittingness. OUP.
    It is tempting to think that all of normativity, such as our reasons for action, what we ought to do, and the attitudes that it is fitting for us to have, derives from what is valuable. But value-first approaches to normativity have fallen out of favour as the virtues of reasons- and fittingness-first approaches to normativity have become clear. On these views, value is not explanatorily prior to reasons and fit; rather the value of things is understood in terms of (...)
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  20.  49
    Virtues and rights: the moral philosophy of Thomas Hobbes.R. E. Ewin - 1991 - Boulder: Westview Press.
    This book is a timely new interpretation of the moral and political philosophy of Thomas Hobbes. Staying close to Hobbes's text and working from a careful examination of the actual substance of the account of natural law, R.E. Ewin argues that Hobbes well understood the importance of moral behavior to civilized society. This interpretation stands as a much-needed corrective to readings of Hobbes that emphasize the rationally calculated, self-interested nature of human behavior. It poses a significant challenge to currently fashionable (...)
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  21.  19
    The Concept of Development: A Reply to Professor Hamlyn.R. K. Elliott - 1975 - Journal of Philosophy of Education 9 (1):40-48.
    R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
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  22.  14
    The concept of development: A reply to professor Hamlyn.R. K. Elliott - 1975 - Journal of Philosophy of Education 9 (1):40–48.
    R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
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  23. The meaning of life and education.R. T. Allen - 1991 - Journal of Philosophy of Education 25 (1):47–58.
    R T Allen; The Meaning of Life and Education, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 47–58, https://doi.org/10.1111/j.1467-9.
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  24. Professions and professionalism.R. S. Downie - 1990 - Journal of Philosophy of Education 24 (2):147–159.
    R S Downie; Professions and Professionalism, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 147–159, https://doi.org/10.1111/j.1467-.
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  25.  57
    A proper de jure objection to the epistemic rationality of religious belief: TODD R. LONG.Todd R. Long - 2010 - Religious Studies 46 (3):375-394.
    I answer Alvin Plantinga's challenge to provide a ‘proper’ de jure objection to religious belief. What I call the ‘sophisticates’ evidential objection' concludes that sophisticated Christians lack epistemic justification for believing central Christian propositions. The SEO utilizes a theory of epistemic justification in the spirit of the evidentialism of Richard Feldman and Earl Conee. I defend philosophical interest in the SEO against objections from Reformed epistemology, by addressing Plantinga's criteria for a proper de jure objection, his anti-evidentialist arguments, and the (...)
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  26.  44
    Facts and the Factitious in Natural Sciences.R. C. Lewontin - 1991 - Critical Inquiry 18 (1):140-153.
    The problem that confronts us when we try to compare the structure of discourse and explanation in different domains of knowledge is that no one is an insider in more than one field, and insider information is essential. An observer who is not immersed in the practice of a particular scholarship and who wants to understand it is at the mercy of the practitioners. Yet those practitioners are themselves mystified by a largely unexamined communal myth of how scholarship is carried (...)
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  27.  5
    Sentient Flesh: Thinking in Disorder, Poiesis in Black.R. A. Judy - 2020 - Duke University Press.
    In _Sentient Flesh _R. A. Judy takes up freedman Tom Windham’s 1937 remark “we should have our liberty 'cause... us is human flesh" as a point of departure for an extended meditation on questions of the human, epistemology, and the historical ways in which the black being is understood. Drawing on numerous fields, from literary theory and musicology, to political theory and phenomenology, as well as Greek and Arabic philosophy, Judy engages literary texts and performative practices such as music and (...)
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  28.  27
    D. W. Hamlyn on knowledge and the beginnings of understanding.R. K. Elliott - 1980 - Journal of Philosophy of Education 14 (1):109–116.
    R K Elliott; D. W. Hamlyn on Knowledge and the Beginnings of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 109–116.
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  29.  19
    Mellom samfunnsstrukturer og profesjon: om avgrensning, kultivering og premisser for adekvat skjønnsutøvelse i legerollen.Kristine Bærøe - 2011 - Etikk I Praksis - Nordic Journal of Applied Ethics 2 (2):23-44.
    Denne artikkelen tar utgangspunkt i et skille mellom samfunnsstrukturer som avgrenser legers skjønnsmessige utfoldelse på den ene siden, og profesjonens tilrettelegging for kultiveringen av erkjennelsesmessige ferdigheter på den annen. Ved å videreføre H. Grimen og A. Molanders anvendelse av S.E. Toulmins modell for praktisk resonnering i en klinisk kontekst redegjør jeg for legeskjønnets multidimensjonale, epistemiske struktur. Gjennomgangen viser hvordan skjønnsanvendelse i legerollen kan analyseres i henhold til en fagteknisk, en distributiv og en relasjonell dimensjon. Mot denne bakgrunnen diskuterer jeg så (...)
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  30.  57
    Flint’s ‘Molinism and the Incarnation’ is Still Too Radical — A Rejoinder to Flint.R. T. Mullins - 2017 - Journal of Analytic Theology 5:515-532.
    I greatly appreciate Thomas Flint’s reply to my paper, “Flint’s ‘Molinism and the Incarnation’ is too Radical.” In my original paper I argue that the Christology and eschatology of Flint’s paper “Molinism and the Incarnation” is too radical to be considered orthodox. I consider it an honor that a senior scholar, such as Flint, would concern himself with my work in the first place. In this response to Flint’s reply I will explain why I still find Flint’s Christology and eschatology (...)
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  31.  9
    Rational Autonomy: the destruction of freedom.R. T. Allen - 1982 - Journal of Philosophy of Education 16 (2):199-207.
    R T Allen; Rational Autonomy: the destruction of freedom, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 199–207, https://doi.org/10.
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  32.  33
    Education and Justification.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28-38.
    R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.
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  33.  14
    Education and justification.R. K. Elliott - 1977 - Journal of Philosophy of Education 11 (1):7–27.
    R K Elliott; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 7–27, https://doi.org/10.1111/j.1467-9752.1.
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  34.  24
    Two Manuscripts of Statius' Thebaid.R. D. Williams - 1948 - Classical Quarterly 42 (3-4):105-.
    Professor R. J. Getty has drawn attention to a tenth- or early eleventh-century manuscript of Statius’ Thebaid, hitherto examined only in Book I, namely Turonensis . Dr. Klotz, in his Teubner edition of 1908, gave citations from Book I, and wrote , ‘dolendum est sane de hoc codice primum tantum librum innotuisse, sed cum Roffensis libri maxime affinis accuratiorem notitiam haberemus, collatione quamvis -aegre careri posse nobis visum est.’ I have collated both T and Roffensis in full, and find firstly (...)
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  35.  78
    Some Remarks about Social Ontology and Law: An Interview with John R. Searle.Angela Condello & John R. Searle - 2017 - Ratio Juris 30 (2):226-231.
  36.  42
    Education, love of one's subject, and the love of truth.R. K. Elliott - 1974 - Journal of Philosophy of Education 8 (1):135–153.
    R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.
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  37.  5
    Sözde-Aristoteles’in Risâletü’t- Tüffâha’sı: Tarihçesi ve Muhtemel Yazarına İlişkin Açıklamalar ile İçeriğine Genel Bir Bakışla Birlikte Tahkikli Neşri.Muhammed Burak Bakır - 2024 - Nazariyat, Journal for the History of Islamic Philosophy and Sciences 10 (1):123-203.
    Bu makale, Sözde-Aristoteles’in Risâletü’t-Tüffâha veya Kitâbü’t-Tüffâha’sını (Lat. Liber de Pomo) tarihçesi, muh- temel yazarı ve yazmaları itibarıyla incelemekte, içeriği hakkında genel bir bakış sunmakta ve daha önce tahkikli neşri yapılmamış olan Arapça tam versiyonunun tahkikli neşrini içermektedir. Tahkikte, risalenin orijinal Arapça versiyonuna en yakın yazma nüshası esas alınmış ve ikinci bir tam nüsha ile karşılaştırma yapılmıştır. Makalede Risâletü’t-Tüffâha’nın ilk olarak Kindî-çevresinde Arapça telif edildiği, ardından Bâtınî-İsmâilî ve Hermetik gelenek- lerde alımlandığı ve hikemiyât literatüründe ve tabakat eserlerinde dolaşıma girdiği öne sürülmektedir. (...)
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  38.  21
    I'll say it again: A rejoinder to Jim MacKenzie.R. T. Allen - 1988 - Journal of Philosophy of Education 22 (1):113–114.
    R T Allen; I'll Say it Again: a rejoinder to Jim Mackenzie, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 113–114, https://doi.org/.
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  39.  30
    Idealism, theism and education: Some footnotes to Gordon & white.R. T. Allen - 1987 - Journal of Philosophy of Education 21 (2):283–286.
    R T Allen; Idealism, Theism and Education: some footnotes to Gordon & White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 283–.
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  40.  11
    The Philosophy of Michael Polanyi and its Significance for Education.R. T. Allen - 1978 - Journal of Philosophy of Education 12 (1):167-178.
    R T Allen; The Philosophy of Michael Polanyi and its Significance for Education, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 167–.
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  41.  14
    "Fate" of List 1 R-S associations in transfer theory.Norma R. Ellington & Donald H. Kausler - 1965 - Journal of Experimental Psychology 69 (2):207.
  42.  11
    The Concept of Creativity.R. K. Elliott - 1971 - Journal of Philosophy of Education 5 (1):97-104.
    R K Elliott; The Concept of Creativity, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 97–104, https://doi.org/10.1111/j.1467-9752.19.
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  43.  47
    Obituary: John R. Myhill (1923–1987).N. D. Goodman & R. E. Vesley - 1987 - History and Philosophy of Logic 8 (2):243-244.
  44.  27
    Aristotle for the Structuralist? - R. Dupont-Roc, J. Lallot: Aristote: La Poétique, Texte, traduction, notes. (Collection Poétique.) Pp. 465. Paris: Editions du Seuil, 1980. Paper.B. R. Rees - 1981 - The Classical Review 31 (02):178-.
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  45.  18
    A Reply to John Kleinig.R. S. Peters - 1973 - Journal of Philosophy of Education 7 (2):167-176.
    R S Peters; A Reply to John Kleinig, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 167–176, https://doi.org/10.1111/j.1467-9752.1973.
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  46.  16
    The Concept of Development: A Reply to Professor Hamlyn.R. K. Elliott - 1975 - Journal of Philosophy of Education 9 (1):40-48.
    R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
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  47.  17
    Versions of Creativity.R. K. Elliott - 1971 - Journal of Philosophy of Education 5 (2):139-152.
    R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.
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  48. Reasons as Reasons for Preferences.R. A. Rowland - 2022 - American Philosophical Quarterly 59 (3):297-311.
    I argue that all reasons for actions and attitudes consist in reasons for preferences; call this view RP. According to RP, reasons for A to believe that p just consist in reasons for A to prefer their believing that p to their not believing that p, and reasons for A to have a pro-attitude or perform an action just consist in reasons for A to prefer that she has that attitude/performs that action. I argue that we have strong reason to (...)
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  49.  32
    Value education in a pluralist society. A philosophical glance at the humanities curriculum project.R. M. Hare - 1976 - Journal of Philosophy of Education 10 (1):7–23.
    R M Hare; Value Education in a Pluralist Society, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 7–23, https://doi.org/10.1111/j.146.
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  50. Integrity and rights to gender-affirming healthcare.R. Rowland - 2022 - Journal of Medical Ethics 48 (11):832-837.
    Gender-affirming healthcare interventions are medical or surgical interventions that aim to allow trans and non-binary people to better affirm their gender identity. It has been argued that rights to GAH must be grounded in either a right to be cured of or mitigate an illness—gender dysphoria—or in harm prevention, given the high rates of depression and suicide among trans and non-binary people. However, these grounds of a right to GAH conflict with the prevalent view among theorists, institutions and activists that (...)
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