Results for 'Mark E. Kidwell'

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  1.  10
    Sharon Bertsch McGrayne. The Theory That Would Not Die: How Bayes' Rule Cracked the Enigma Code, Hunted Down Russian Submarines, and Emerged Triumphant from Two Centuries of Controversy. xiii + 320 pp., figs., bibl., index. New Haven, Conn./London: Yale University Press, 2011. $27.50. [REVIEW]Peggy Aldrich Kidwell & Mark E. Kidwell - 2012 - Isis 103 (1):162-163.
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  2.  59
    Indirect utility, justice, and equality in the political thought of David Hume.Mark E. Yellin - 2000 - Critical Review: A Journal of Politics and Society 14 (4):375-389.
    Abstract Differing interpretations of the political thought of David Hume have tended to emphasize either conservative, gradualist elements similar to Burke or rationalist aspects similar to Hobbes. The concept of indirect utility as used by Hume reconciles these two approaches. Indirect utility is best illustrated by Hume's conception of justice, in contrast to his conception of benevolence, which yields direct benefits. This understanding of Hume's consequentialism also helps underscore certain egalitarian aspects of Hume's thought.
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  3.  12
    The Ethics of Professorial Book Selling: Morality, Money and "Black Market" Books.Chet Robie, Roland E. Kidwell & James A. Kling - 2003 - Journal of Business Ethics 47 (2):61-76.
    This study used experimental and correlational techniques to examine perceptions that university faculty hold regarding the practice of professorial selling of examination textbooks to wholesalers. Faculty members (n = 236) from 14 universities and community colleges and a wide variety of academic disciplines responded to a web-based survey. We presented hypothetical selling situations to respondents with manipulated variables consisting of solicitation status (unsolicited versus solicited) and use of money (for faculty or for student activities). Both main effects and the interaction (...)
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  4. Democracy and Association.Mark E. Warren, Nina Eliasoph, Amy Gutmann & John Ehrenberg - 2002 - Political Theory 30 (2):289-298.
  5. Designing Deliberative Democracy: The British Columbia Citizens' Assembly.Mark E. Warren & Hilary Pearse (eds.) - 2008 - Cambridge University Press.
    Is it possible to advance democracy by empowering ordinary citizens to make key decisions about the design of political institutions and policies? In 2004, the government of British Columbia embarked on a bold democratic experiment: it created an assembly of 160 near-randomly selected citizens to assess and redesign the province's electoral system. The British Columbia Citizens' Assembly represents the first time a citizen body has had the power to reform fundamental political institutions. It was an innovative gamble that has been (...)
     
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  6.  38
    Infinitary intuitionistic logic from a classical point of view.Mark E. Nadel - 1978 - Annals of Mathematical Logic 14 (2):159-191.
  7.  52
    What should and should not be said: Deliberating sensitive issues.Mark E. Warren - 2005 - Journal of Social Philosophy 37 (2):163–181.
  8.  31
    Vector Reliability: A new Approach to Epistemic Justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237-262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  9. Vector reliability: A new approach to epistemic justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237 - 262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  10.  39
    What Can Democratic Participation Mean Today?Mark E. Warren - 2002 - Philosophy Today 30 (5):677-701.
  11.  37
    Shame, Political Accountability, and the Ethical Life of Politics: Critical Exchange on Jill Locke’s Democracy and the Death of Shame and Mark E. Button’s Political Vices.Jill Locke & Mark E. Button - 2019 - Political Theory 47 (3):391-408.
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  12. Democracy and the State.Mark E. Warren - 2006 - In John S. Dryzek, Bonnie Honig & Anne Phillips (eds.), The Oxford Handbook of Political Theory. Oxford University Press.
    This article examines the logic that connects democracy to the state and argues that the functions of the state in enabling democracy are as important now and in the future as they have been in the past. It identifies the animating ideas and values of democracy and describes the ways in which these ideas are entwined with state power and the ways in which state institutions can become generative in ways that exceed the inherent limitations of the state's media of (...)
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  13. How to study adaptation (and why to do it that way).Mark E. Olson & Alfonso Arroyo-Santos - 2015 - Quarterly Review of Biology 90 (2):167-191.
    Some adaptationist explanations are regarded as maximally solid and others fanciful just-so stories. Just-so stories are explanations based on very little evidence. Lack of evidence leads to circular-sounding reasoning: “this trait was shaped by selection in unseen ancestral populations and this selection must have occurred because the trait is present.” Well-supported adaptationist explanations include evidence that is not only abundant but selected from comparative, populational, and optimality perspectives, the three adaptationist subdisciplines. Each subdiscipline obtains its broad relevance in evolutionary biology (...)
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  14.  23
    What can participatory democracy mean today.Mark E. Warren - 2002 - Political Theory 30 (5):677-701.
  15. Accountability and Democracy.Mark E. Warren - 2014 - In Mark Bovens, Robert E. Goodin & Thomas Schillemans (eds.), The Oxford Handbook of Public Accountability. Oxford University Press.
    Democracy, rule of the people, is comprised of complex webs of accountabilities between people and those who use power to govern on their behalf. Democratic accountability is comprised of justifications for these uses of power, combined with distributions of empowerments in such a way that those affected can sanction its use. Key problems for democracies include forming principals and agents among whom accountability relations might hold, designing institutions that limit costs of accountability mechanisms so they can be used by citizens, (...)
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  16.  50
    Education for Epiphany: The Case of Plato's Lysis.Mark E. Jonas - 2015 - Educational Theory 65 (1):39-51.
    While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the (...)
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  17. Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition: Volume I: Introductory, Statistics, Research Methods, and History.Mark E. Ware & David E. Johnson (eds.) - 2000 - Psychology Press.
    For those who teach students in psychology, education, and the social sciences, the _Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition_ provides practical applications and rich sources of ideas. Revised to include a wealth of new material, these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses (...)
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  18.  15
    Reply to Ruth Abbey and Fredrick Appel.Mark E. Warren - 1999 - Political Theory 27 (1):126-130.
  19.  8
    Wittgenstein on Language‐Games of Visual Sensations and Language‐Games of Visual Objects.Mark E. Weber - 1993 - Southern Journal of Philosophy 31 (4):491-518.
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  20.  32
    A modern learning theory perspective on the etiology of panic disorder.Mark E. Bouton, Susan Mineka & David H. Barlow - 2001 - Psychological Review 108 (1):4-32.
  21.  72
    When Teachers Must Let Education Hurt: Rousseau and Nietzsche on Compassion and the Educational Value of Suffering.Mark E. Jonas - 2010 - Journal of Philosophy of Education 44 (1):45-60.
    Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. While (...)
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  22.  26
    An Arbitrary Equivalence Relation as Elementary Equivalence in an Abstract Logic.Mark E. Nadel - 1980 - Mathematical Logic Quarterly 26 (7-9):103-109.
  23. Max Weber's Nietzschean conception of power.Mark E. Warren - 1992 - History of the Human Sciences 5 (3):19-37.
  24.  15
    How did parasitic worms evolve?Mark E. Viney - 2009 - Bioessays 31 (5):496-499.
    Nematodes are important parasites of humans and other animals. Nematode parasitism is thought to have evolved by free‐living, facultatively developing, arrested larvae becoming associated with animals, ultimately becoming parasites. The formation of free‐living arrested larvae of the nematode Caenorhabditis elegans is controlled by the environment, and involves dafachronic acid (DA) and transforming growth factor (TGF)‐β signalling. Recent data have shown that DA acid signalling plays a conserved role in controlling larval development in both free‐living and parasitic species. In contrast, TGF‐β (...)
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  25.  34
    Deliberation under nonideal conditions: A reply to Lenard and Adler.Mark E. Warren - 2008 - Journal of Social Philosophy 39 (4):656-665.
  26.  30
    Political Readings of Nietzsche.Mark E. Warren - 1998 - Political Theory 26 (1):90-111.
  27.  43
    Wittgenstein on language-games of visual sensations and language-games of visual objects.Mark E. Weber - 1993 - Southern Journal of Philosophy 31 (4):491-518.
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  28.  20
    Foreplay.Mark E. Workman - 1991 - Substance 20 (1):3.
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  29. Drugs, drinks & morals.Mark E. Petersen - 1969 - [Salt Lake City]: Deseret Book Co..
  30. The way to peace.Mark E. Petersen - 1969 - Salt Lake City,: Bookcraft.
     
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  31.  13
    Brain function theories, EEG sources, and dynamic states.Mark E. Pflieger - 2000 - Behavioral and Brain Sciences 23 (3):411-412.
    This commentary discusses three features of the general theoretical framework proposed by Nunez: (1) Functional concepts, such as computation and control, are not foundational. (2) A mismatch between the concept of subcortical input and EEG output is problematic for the input/output operator concept of cortical dynamics. (3) The concept of brain state is relatively static.
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  32.  21
    Inferring contextual field interactions from scalp EEG.Mark E. Pflieger - 2003 - Behavioral and Brain Sciences 26 (1):99-100.
    This commentary highlights methods for using scalp EEG to make inferences about contextual field interactions, which, in view of the target article, may be specially relevant to the study of schizophrenia. Although scalp EEG has limited spatial resolution, prior knowledge combined with experimental manipulations may be used to strengthen inferences about underlying brain processes. Both spatial and temporal context are discussed within the framework of nonlinear interactions. Finally, results from a visual contour integration EEG pilot study are summarized in view (...)
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  33.  96
    Thinking in continua: Beyond the adaptive radiation metaphor.Mark E. Olson & Alfonso Arroyo-Santos - 2009 - Bioessays 31 (12):1337-1346.
    ‘‘Adaptive radiation’’ is an evocative metaphor for explosive evolutionary divergence, which for over 100 years has given a powerful heuristic to countless scientists working on all types of organisms at all phylogenetic levels. However, success has come at the price of making ‘‘adaptive radiation’’ so vague that it can no longer reflect the detailed results yielded by powerful new phylogeny-based techniques that quantify continuous adaptive radiation variables such as speciation rate, phylogenetic tree shape, and morphological diversity. Attempts to shoehorn the (...)
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  34.  5
    An Arbitrary Equivalence Relation as Elementary Equivalence in an Abstract Logic.Mark E. Nadel - 1980 - Mathematical Logic Quarterly 26 (7‐9):103-109.
  35.  17
    Scott heights of Abelian groups.Mark E. Nadel - 1994 - Journal of Symbolic Logic 59 (4):1351-1359.
  36. A (R)evaluation of Nietzsche’s Anti-democratic Pedagogy: The Overman, Perspectivism, and Self-overcoming.Mark E. Jonas - 2008 - Studies in Philosophy and Education 28 (2):153-169.
    In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and (...)
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  37.  9
    Taste discrimination learning in preweanling rats.Mark E. Stanton & Michelle M. Nicolle - 1990 - Bulletin of the Psychonomic Society 28 (4):319-322.
  38. Finding truth in 'lies': Nietzsche's perspectivism and its relation to education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  39.  40
    Finding Truth in ‘Lies’: Nietzsche’s Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche’s concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers’ article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  40.  55
    Three Misunderstandings of Plato's Theory of Moral Education.Mark E. Jonas - 2016 - Educational Theory 66 (3):301-322.
    In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher-kings can attain true knowledge of virtue and it is they who should govern (...)
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  41. Persons, Person Stages, Adaptive Preferences, and Historical Wrongs.Mark E. Greene - 2023 - Journal of Cognition and Neuroethics 9 (2):35-49.
    Let’s say that an act requires Person-Affecting Justification if and only if some alternative would have been better for someone. So, Lucifer breaking Xavier’s back requires Person-Affecting Justification because the alternative would have been better for Xavier. But the story continues: While Lucifer evades justice, Xavier moves on and founds a school for gifted children. Xavier’s deepest values become identified with the school and its community. When authorities catch Lucifer, he claims no Person-Affecting Justification is needed: because the attack set (...)
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  42. Missing the Mark: Sin and Its Consequences in Biblical Theology.Mark E. Biddle - 2005
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  43. Appetite, Reason, and Education in Socrates' 'City of Pigs'.Mark E. Jonas, Yoshiaki M. Nakazawa & James Braun - 2012 - Phronesis 57 (4):332-357.
    In Book II of the Republic, Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the `true city ' and the `healthy one'. Nearly all commentators have argued that Socrates' praise of the city cannot be taken at face value, claiming that it does not represent Socrates' preferred community. The point of this paper is to argue otherwise. The claim (...)
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  44. Dewey's Conception of Interest and its Significance for Teacher Education.Mark E. Jonas - 2011 - Educational Philosophy and Theory 43 (2):112-129.
    Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child-centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over-rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over-reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his (...)
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  45.  22
    Book ReviewsIris Marion Young,. Inclusion and Democracy. Oxford: Oxford University Press, 2000. Pp. 304. $29.95.Mark E. Warren - 2002 - Ethics 112 (3):646-650.
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  46.  1
    4. Nietzsche and Weber: When Does Reason Become Power?Mark E. Warren - 1994 - In Asher Horowitz & Terry Maley (eds.), Barbarism of Reason. Buffalo: University of Toronto Press. pp. 68-96.
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  47.  40
    Two Issues in Computer Ethics for Non-Programmers.Mark E. Wunderlich - 2010 - International Journal of Applied Philosophy 24 (2):255-264.
    Two of the distinctive ethical issues that arise for computer users (as opposed to computer programmers) have to do with the file formats that are used to encode information and the licensing terms for computer software. With respect to both issues, most professional philosophers do not recognize the burdens that they impose on others. Once one recognizes these burdens, a very simple argument demands changes in the behavior of the typical computer user: some of the ways we use computers gratuitously (...)
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  48.  24
    Mendeleyev revisited.E. G. Marks & J. A. Marks - 2021 - Foundations of Chemistry 23 (2):215-223.
    Despite the periodic table having been discovered by chemists half a century before the discovery of electronic structure, modern designs are invariably based on physicists’ definition of periods. This table is a chemists’ table, reverting to the phenomenal periods that led to the table’s discovery. In doing so, the position of hydrogen is clarified.
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  49.  27
    Contract, Culture, and Citizenship: Transformative Liberalism From Hobbes to Rawls.Mark E. Button - 2008 - Pennsylvania State University Press.
    "Explores the concept of the social contract and how it shapes citizenship. Argues that the modern social contract is an account of the ethical and cultural conditions upon which modern citizenship depends"--Provided by publisher.
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  50.  30
    Plato's Anti‐Kohlbergian Program for Moral Education.Mark E. Jonas - 2016 - Journal of Philosophy of Education 50 (2):205-217.
    Following Lawrence Kohlberg it has been commonplace to regard Plato's moral theory as ‘intellectualist’, where Plato supposedly believes that becoming virtuous requires nothing other than ‘philosophical knowledge or intuition of the ideal form of the good’. This is a radical misunderstanding of Plato's educational programme, however. While Plato claims that knowledge is extremely important in the initial stages of the moral development of young adults, he also claims that knowledge must be followed by a rigorous process of imitation and habituation. (...)
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