Results for 'Martin Hirst'

998 found
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  1.  77
    The Adaptive Function of Distributed Remembering: Contributions to the Formation of Collective Memory. [REVIEW]Martin M. Fagin, Jeremy K. Yamashiro & William C. Hirst - 2013 - Review of Philosophy and Psychology 4 (1):91-106.
    Empirical research has increasingly turned its attention to distributed cognition. Acts of remembering are embedded in a social, interactional context; cognitive labor is divided between a rememberer and external sources. The present article examines the benefits and costs associated with distributed, collaborative, conversational remembering. Further, we examine the consequences of joint acts of remembering on subsequent individual acts of remembering. Here, we focus on influences on memory through social contagion and socially shared retrieval-induced forgetting. Extending beyond a single social interaction, (...)
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  2. Journalism Ethics: Arguments and Cases.Martin Hirst - 2005 - Oxford University Press.
    Ethics in Journalism examines journalism ethics in practice. It examines the social context of the newsroom, the economics of the news industry and cultural expectations of what constitutes news. Covering ethical issues in the multimedia journalism environment of the 21st Century, Ethics in Journalism updates theory and history through a discussion of contemporary and recent case studies that are aligned with the underlying principles of various codes of ethics and charters of editorial practice. The book provides contextualized case studies and (...)
     
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  3. Journalism Ethics: Arguments & Cases.Martin Hirst - 2007 - Oxford University Press.
     
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  4. Jane Roland Martin and Paul Hirst on Liberal Education: A Reassessment.D. G. Mulcahy - 2003 - Journal of Thought 38 (1):19-30.
  5.  29
    Epistemological and Hermeneutic Conceptions of the Nature of Understanding: The Cases of Paul H. Hirst and Martin Heidegger.Walter C. Okshevsky - 1992 - Educational Theory 42 (1):5-23.
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  6. That Was the New Labour That Wasn't.Stuart White & Martin O'Neill - 2013 - Fabian Review.
    The New Labour we got was different from the New Labour that might have been, had the reform agenda associated with stakeholding and pluralism in the early-1990s been fully realised. We investigate the road not taken and what it means for ‘one nation’ Labour.
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  7. Beyond Liberal Education: Essays in Honour of Paul H. Hirst.Paul Heywood Hirst, Robin Barrow & Patricia White (eds.) - 1993 - Routledge.
    This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching (...)
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  8. Globalization: Key Thinkers.Andrew Jones - 2010 - Polity.
    Introduction: thinking about globalization -- Systemic thinking: Immanuel Wallerstein -- Conceptual thinking: Anthony Giddens -- Sociological thinking: Manuel Castells -- Transformational thinking: David Held and Anthony McGrew -- Sceptical thinking: Paul Hirst and Grahame Thompson -- Spatial thinking: Peter Dicken and Saskia Sassen -- Positive thinking: Thomas Friedman and Martin Wolf -- Reformist thinking: Joseph Stiglitz -- Radical thinking: Naomi Klein, George Monbiot and Subcommandante Marcos -- Revolutinary thinking: Michael Hardt and Antonio Negri -- Cultural thinking: Arjun Appadurai (...)
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  9. Education and the Development of Reason. Edited by R.F. Dearden, P.H. Hirst and R.S. Peters. --.R. F. Dearden, R. S. Peters & Paul Heywood Hirst - 1972 - Routledge and Kegan Paul.
     
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  10.  74
    The Logic of Education.Paul Heywood Hirst - 1970 - London: Routledge and Kegan Paul.
  11.  58
    Semantic Interpretation and the Resolution of Ambiguity.Graeme Hirst - 1987 - Cambridge University Press.
    In this particularly well written volume Graeme Hirst presents a theoretically motivated foundation for semantic interpretation (conceptual analysis) by computer, and shows how this framework facilitates the resolution of both lexical and syntactic ambiguities.
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  12.  9
    Perceiving: A Philosophical Study.R. J. Hirst - 1959 - Philosophical Quarterly 9 (37):366-373.
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  13. Basic Writings: Martin Heidegger.Martin Heidegger - 1993 - Routledge.
    First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
     
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  14.  74
    The Problems of Perception.R. J. Hirst - 1959 - Routledge.
    First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
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  15.  8
    Sense and Sensibilia.R. J. Hirst - 1963 - Philosophical Quarterly 13 (51):162-170.
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  16.  38
    The Behavioral Basis of Perception.R. J. Hirst, J. G. Taylor & Seymour Papert - 1965 - Philosophical Quarterly 15 (58):80.
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  17. Educational Theory and its Foundation Disciplines.Paul Heywood Hirst (ed.) - 1983 - Routledge & Kegan Paul.
    Introduction The publication in of a collection of papers under the title The Study of Education, edited by Professor JW Tibble, inaugurated a new era in ...
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  18.  1
    The Logic of Education.P. H. Hirst, R. S. Peters & Ian Gregory - 1972 - Philosophical Books 13 (1):9-11.
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  19.  31
    Martin Antike Rhetorik: Technik und Methode. Munich: C. H. Beck. 1974. Pp. xii + 420. DM 118.S. Usher & J. Martin - 1976 - Journal of Hellenic Studies 96:197-198.
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  20.  48
    Collective Memory From a Psychological Perspective.William Hirst, Jeremy K. Yamashiro & Alin Coman - 2018 - Trends in Cognitive Sciences 22 (5):438-451.
  21.  5
    Dividing Attention Without Alternation or Automaticity.Wlliam Hirst - 1980 - Journal of Experimental Psychology: General 109 (1):98-117.
  22. The Logic of Education.P. H. Hirst & R. S. Peters - 1972 - Philosophy 47 (182):371-374.
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  23. Creating Shared Memories in Conversation: Toward a Psychology of Collective Memory.William Hirst & Gerald Echterhoff - 2008 - Social Research: An International Quarterly 75 (1):183-216.
    Collective memories are often formed through the conversations community members have with each other. The effectiveness of these conversations to transmit a memory across a community and to produce a shared and stable mnemonic representation is constrained by psychological factors. This essay examines the effects of speakers' retellings of past events on listeners' memories and on their own memories. The first topic involves research investigating social contagion, resistance to influence, and induced forgetting. The second focuses on the saying-is-believing effect and (...)
     
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  24.  19
    A Multi-Level Investigation of Authentic Leadership as an Antecedent of Helping Behavior.Giles Hirst, Fred Walumbwa, Samuel Aryee, Ivan Butarbutar & Chin Jeffery Hui Chen - 2016 - Journal of Business Ethics 139 (3):485-499.
    We develop and test a trickle-down model of how authentic leadership at the department level flows down the organizational hierarchy to encourage team leader authentic leadership and consequently, promotes team and individual-level supervisor-directed helping behavior. Analyses of multi-level and multi-source data collected from a total of 487 employees comprising 122 teams, 47 departments, and 4 different working areas of a major public sector organization in Taiwan show that team leaders’ authentic leadership mediates the relationship between departmental authentic leadership and individual-level (...)
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  25. Knowledge and the Curriculum: A Collection of Philosophical Papers.Paul Heywood Hirst - 1975 - Routledge and Kegan Paul.
    Philosophy and curriculum planning.--The nature and structure of curriculum objectives.--Liberal education and the nature of knowledge.--Realms of meaning and forms of knowledge.--Language and thought.--The forms of knowledge re-visited.--What is teaching?--The logical and psychological aspects of teaching a subject.--Curriculum integration.--Literature and the fine arts as a unique form of knowledge.--The two-cultures, science and moral education.--Morals, religion and the maintained school.
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  26. Why General Education? Peters, Hirst and History.John White - 2009 - Philosophy of Education 43 (Supplement s1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does (...)
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  27.  58
    Philosophy and Education—a Symposium.Paul Hirst & Wilfred Carr - 2005 - Journal of Philosophy of Education 39 (4):615–632.
  28.  22
    A ten-Year Follow-Up of a Study of Memory for the Attack of September 11, 2001: Flashbulb Memories and Memories for Flashbulb Events. [REVIEW]William Hirst, Elizabeth A. Phelps, Robert Meksin, Chandan J. Vaidya, Marcia K. Johnson, Karen J. Mitchell, Randy L. Buckner, Andrew E. Budson, John D. E. Gabrieli, Cindy Lustig, Mara Mather, Kevin N. Ochsner, Daniel Schacter, Jon S. Simons, Keith B. Lyle, Alexandru F. Cuc & Andreas Olsson - 2015 - Journal of Experimental Psychology: General 144 (3):604-623.
  29.  26
    Long-Term Memory for the Terrorist Attack of September 11: Flashbulb Memories, Event Memories, and the Factors That Influence Their Retention.William Hirst, Elizabeth A. Phelps, Randy L. Buckner, Andrew E. Budson, Alexandru Cuc, John D. E. Gabrieli, Marcia K. Johnson, Cindy Lustig, Keith B. Lyle, Mara Mather, Robert Meksin, Karen J. Mitchell, Kevin N. Ochsner, Daniel L. Schacter, Jon S. Simons & Chandan J. Vaidya - 2009 - Journal of Experimental Psychology: General 138 (2):161-176.
  30. Education, Knowledge and Practices.Paul H. Hirst - 1993 - In Paul Heywood Hirst, Robin Barrow & Patricia White (eds.), Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge. pp. 184--99.
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  31.  26
    Philosophy and Educational Theory.Paul H. Hirst - 1963 - British Journal of Educational Studies 12 (1):51-64.
  32.  8
    Reverse Mathematics and Ordinal Exponentiation.Jeffry L. Hirst - 1994 - Annals of Pure and Applied Logic 66 (1):1-18.
    Simpson has claimed that “ATR0 is the weakest set of axioms which permits the development of a decent theory of countable ordinals” [8]. This paper provides empirical support for Simpson's claim. In particular, Cantor's Normal Form Theorem and Sherman's Inequality for countable well-orderings are both equivalent to ATR0. The proofs of these results require a substantial development of ordinal exponentiation and a strengthening of the comparability result in [3].
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  33. Philosophy of Education: Major Themes in the Analytic Tradition.Paul Hirst & Patricia White (eds.) - 1998 - Routledge.
    This set presents some of the most innovative and important work in this area, including work influenced by feminist theory, Marxism, critical theory, phenomenology and other approaches that continue to shape the field.
     
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  34.  28
    Reverse Mathematics and Uniformity in Proofs Without Excluded Middle.Jeffry L. Hirst & Carl Mummert - 2011 - Notre Dame Journal of Formal Logic 52 (2):149-162.
    We show that when certain statements are provable in subsystems of constructive analysis using intuitionistic predicate calculus, related sequential statements are provable in weak classical subsystems. In particular, if a $\Pi^1_2$ sentence of a certain form is provable using E-HA ${}^\omega$ along with the axiom of choice and an independence of premise principle, the sequential form of the statement is provable in the classical system RCA. We obtain this and similar results using applications of modified realizability and the Dialectica interpretation. (...)
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  35. Philosophy and Educational Theory.Paul H. Hirst - 1963 - British Journal of Educational Studies 12 (1):51 - 64.
  36.  9
    The Logic of Education.J. P. Tuck, P. H. Hirst & R. S. Peters - 1971 - British Journal of Educational Studies 19 (2):214.
  37.  11
    Morals, Religion and the Maintained School.Paul H. Hirst - 1965 - British Journal of Educational Studies 14 (1):5-18.
  38.  89
    Setting Things Before the Mind: M.G.F. Martin.M. G. F. Martin - 1998 - Royal Institute of Philosophy Supplement 43:157-179.
    Listening to someone from some distance in a crowded room you may experience the following phenomenon: when looking at them speak, you may both hear and see where the source of the sounds is; but when your eyes are turned elsewhere, you may no longer be able to detect exactly where the voice must be coming from. With your eyes again fixed on the speaker, and the movement of her lips a clear sense of the source of the sound will (...)
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  39.  7
    Characterizing Attentional Resources.William Hirst & David Kalmar - 1987 - Journal of Experimental Psychology: General 116 (1):68-81.
  40.  5
    Collective Memory From a Psychological Perspective.William Hirst, Jeremy K. Yamashiro & Alin Coman - 2018 - Trends in Cognitive Sciences 22 (8):737.
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  41.  66
    II—M.G.F. Martin.M. G. F. Martin - 1997 - Aristotelian Society Supplementary Volume 71 (1):75-98.
  42. The Letters of Martin Buber a Life of Dialogue.Martin Buber, Nahum Norbert Glatzer, Paul R. Mendes-Flohr & Richard Winston - 1991
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  43.  15
    Load Theory of Selective Attention and Cognitive Control.Nilli Lavie, Aleksandra Hirst, Jan W. de Fockert & Essi Viding - 2004 - Journal of Experimental Psychology: General 133 (3):339-354.
  44.  9
    Carl Schmitt's Decisionism.P. Hirst - 1987 - Télos 1987 (72):15-26.
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  45.  3
    Educational Theory and Its Foundation Disciplines.John White & P. H. Hirst - 1984 - British Journal of Educational Studies 32 (3):265.
  46.  55
    The Hirst‐Carr Debate Revisited: Beyond the Theory‐Practice Dichotomy.Koichiro Misawa - 2011 - Journal of Philosophy of Education 45 (4):689-702.
    This article examines the benefits and burdens of the debate between Paul Hirst and Wilfred Carr over a set of issues to do with philosophy and education specifically and theory and practice more generally. Hirst and Carr, in different ways, emphasise the importance of Aristotelian practical philosophy as an antidote to the theory‐oriented confined method of ‘conceptual analysis’ that has haunted the philosophy of education. Despite their proper recognition of the irreducible character of practice to theory, they fail (...)
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  47.  23
    Carl Schmitt's Decisionism.Paul Hirst - 1987 - Telos: Critical Theory of the Contemporary 1987 (72):15-26.
    Since 1945 Western nations have witnessed a dramatic reduction in the variety of positions in political theory and jurisprudence. Political argument has been virtually reduced to contests within liberal-democratic theory. Even radicals now take representative democracy as their unquestioned point of departure. There are, of course, some benefits following from this restriction of political debate. Fascist, Nazi and Stalinist political ideologies are now beyond the pale. But the hegemony of liberal-democratic political argument tends to obscure the fact that we are (...)
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  48.  10
    Dreams and Medicines: The Perspective of Xhosa Diviners and Novices in the Eastern Cape, South Africa.Manton Hirst - 2005 - Indo-Pacific Journal of Phenomenology 5 (2):1-22.
    Based on anthropological fieldwork conducted in the Eastern Cape, the paper explores the interconnections between dreams and medicines as aspects of the Xhosa diviner’s culture, knowledge and experience. Background information is provided in the introduction, inter alia, on the Xhosa patrilineal clan, divination and religious and cultural change. The ability to dream, inter alia of the ancestors and medicines, is central to the diviner’s intuition and professional stock-in-trade, which are part and parcel of a religious healing tradition. Examples of dreams (...)
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  49.  13
    Hilbert Versus Hindman.Jeffry L. Hirst - 2012 - Archive for Mathematical Logic 51 (1-2):123-125.
    We show that a statement HIL, which is motivated by a lemma of Hilbert and close in formulation to Hindman’s theorem, is actually much weaker than Hindman’s theorem. In particular, HIL is finitistically reducible in the sense of Hilbert’s program, while Hindman’s theorem is not.
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  50.  89
    The Martin Buber Reader: Essential Writings.Martin Buber - 2002 - Palgrave-Macmillan.
    There is no adequate understanding of contemporary Jewish and Christian theology without reference to Martin Buber. Buber wrote numerous books during his lifetime (1878-1965) and is best known for I and Thouand Good and Evil. Buber has influenced important Protestant theologians like Karl Barth, Emil Brunner, Paul Tillich, and Reinhold Niebuhr. His appeal is vast--not only is he renowned for his translations of the Hebrew Bible but also for his interpretation of Hasidism, his role in Zionism, and his writings (...)
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