Results for 'Michael A. Olivas'

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  1.  3
    Commentary.David Pilgrim & Michael A. Olivas - 1988 - Educational Studies 19 (1):138-139.
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  2.  14
    Book Review Section 2. [REVIEW]Daniel P. Liston, Richard R. Renner, Judy Holzman, Cameron Mccarthy, Michael W. Apple, William M. Stallings, Kathryn M. Borman, David Hursh, Joseph L. Devitis, Peter A. Sola, Chris Eisele, Ned Lovell, Michael A. Olivas, Alan Wieder, Robert Zuber & Richard E. Sullivan - 1986 - Educational Studies 17 (4):598-661.
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  3. Von der Möglichkeit des moralischen Subjektivismus. Eine Untersuchung zum Einstellungscharakter von Moral und Religion.Michael Oliva Córdoba - 2021 - Methodus 10 (1):3-31.
    Moral subjectivism is commonly associated with out-of-favour theories like, e.g., Alfred Ayer’s emotivism or John Mackie’s error theory. This paper approaches the field against the background of the attitudinal character of morality and religion. The possibility of a brand of moral subjectivism is established which is common to Ayer’s and Mackie’s theories in name only yet still has significant merits. The perspective from action theory and the philosophy of mind suggests that the problem of moral obligation, central to moral philosophy, (...)
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  4.  98
    Diskriminierung und Verwerflichkeit. Huxleys Albtraum und die Rolle des Staates [Discrimination and wrongfulness: Huxley’s nightmare and the role of the state].Michael Oliva Córdoba - 2020 - Zeitschrift für Praktische Philosophie 7 (1):191-230.
    What is discrimination and what makes wrongful discrimination wrong? Even after an ever-rising tide of research over the course of the past twenty-five or so years these questions still remain hard to answer. Exercising candid and self-critical hindsight, Larry Alexander, who contributed his fair share to this tide, thus remarked: “All cases of discrimination, if wrongful, are wrongful either because of their quite contingent consequences or perhaps because they are breaches of promises or fiduciary duties.” If this is true it (...)
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  5.  10
    Die Theorie des gerechten Preises im Lichte von Codex Iustinianus 4.44.2 und 4.44.8 [The Theory of a Just Price in Light of Codex Iustinianus 4.44.2 and 4.44.8].Michael Oliva Córdoba - 2019 - Archiv Fuer Rechts Und Sozialphilosphie 105 (4):553-575.
    The theory of the just price is commonly assumed to have three sources: Political philosophy of Greek antiquity, scholastic ethics of the High Middle Ages, and the Roman law of obligations of late antiquity. While closer inspection confirms this holds for the first two worlds of thought the latter assumption seems ultimately unfounded. The paper claims that the evidence notoriously presented on behalf of that assumption – two rescripts attributed to Roman emperor Diocletian, namely Codex Iustinianus 4.44.2 and 4.44.8 – (...)
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  6.  7
    Uneasiness and Scarcity: An Analytic Approach Towards Ludwig von Mises’s Praxeology.Michael Oliva Córdoba - 2017 - Axiomathes 27 (5):521-529.
    Adam Smith said that ‘the propensity to truck, barter and exchange one thing for another is common to all men, and to be found in no other race of animals.’ Smith addressed the mark of the man economical, and there is no denying that this is the peculiar way he acts: clearly, to truck, barter and exchange is to act in a certain way. Austrian economics adopts this way of looking at the realm of economics. It prides itself as a (...)
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  7.  9
    Meta-linguistic Descriptivism and the Opacity of Quotation.Michael Oliva Córdoba - 2014 - Acta Analytica 29 (4):413-426.
    The paper unfolds a non-modal problem for (moderate) meta-linguistic descriptivism, the thesis that the meaning of a proper name (e.g. ‘Aristotle’) is given by a meta-linguistic description of a certain type (e.g. ‘the bearer of “Aristotle”’). According to this theory, if ⌜α⌝ is a proper name, it is a sufficient condition for the name’s being significant that the description ⌜the bearer of ⌜α⌝⌝ is significant. However, a quotational expression may be significant even when the expression quoted is not. Therefore, proper (...)
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  8.  14
    Gewissensfreiheit und die Grenzen des Staates.Michael Oliva Córdoba - 2023 - Allgemeine Zeitschrift für Philosophie 48 (1):5-39.
    Um das achtzehnte Jahrhundert herum zogen verschiedene Denker dem Staat eine auch heute noch vielbeachtete Grenze: Religion ist Privatsache. Fragen der Religion lägen jenseits dessen, wo der Staat legitimerweise wirken könne. Diese Forderung nach einer Trennung von Staat und Religion wird heute wesentlich als eine Frage der Gewissensfreiheit gedeutet. Wo wir Gewissensfreiheit missachten, erlegen wir Individuen unzumutbare Gewissensnöte auf Der Laizismus bewahrt damit die Unverletzlichkeit religiöser Einstellungen. Gewissensfragen gibt es jedoch nicht nur in der Religion. Es gibt sie auch in (...)
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  9.  9
    Leader-Expressed Humility: Development and Validation of Scales Based on a Comprehensive Conceptualization.Kraivin Chintakananda, James M. Diefendorff, Burak Oc, Michael A. Daniels, Gary J. Greguras & Michael R. Bashshur - 2024 - Journal of Business Ethics 192 (1):129-146.
    We introduce new leader humility scales capturing a theoretically rich conceptualization of leader-expressed humility aligned with traditional and ethically-grounded philosophies. These scales draw from recent inductive research (Oc et al., 2015) identifying nine dimensions of leader-expressed humility: (1) having an accurate view of self, (2) recognizing follower strengths and achievements, (3) modeling teachability and being correctable, (4) leading by example, (5) showing modesty, (6) working together for the collective good, (7) empathy and approachability, (8) showing mutual respect and fairness, and (...)
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  10.  10
    Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity.Klas Roth, Lia Mollvik, Rama Alshoufani, Rebecca Adami, Katy Dineen, Fariba Majlesi, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1147-1161.
    Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that it (...)
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  11.  5
    Within my heart: the Enlightenment epistemic reversal and the subjective justification of religious belief.Michael A. Van Horn - 2017 - Eugene, Oregon: Pickwick Publications.
    Introduction: Religious experience in modernity : faith itself as the "unknown God" -- Fides qua creditur : the Enlightenment mind and the theology of the heart -- Within the bounds of reason alone : the subjective justification of religious belief in the thought of Immanuel Kant -- Schleiermacher's "higher order Pietism" : subjectivity and Protestant liberal thought -- Søren Kierkegaard and the paradox of faith : subjectivity in Christian existentialism -- Subjectivity and religious belief in Anglo-American revivalism : Jonathan Edwards (...)
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  12.  4
    Common Sense Morality and Consequentialism.Michael A. Slote - 1985 - Philosophy 61 (238):552-553.
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  13.  3
    Towards Intercultural Philosophy of Education.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):635-649.
    In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and respectfully engage with and expand our knowledge and understanding of sets of conceptual and life-practice resources, and honor and learn from diverse histories, cultures, and traditions. Such honoring (...)
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  14.  5
    Automatic threat processing shows evidence of exclusivity.David S. March, Michael A. Olson & Lowell Gaertner - 2023 - Behavioral and Brain Sciences 46:e131.
    De Neys argues against assigning exclusive capacities to automatic versus controlled processes. The dual implicit process model provides a theoretical rationale for the exclusivity of automatic threat processing, and corresponding data provide empirical evidence of such exclusivity. De Neys's dismissal of exclusivity is premature and based on a limited sampling of psychological research.
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  15.  1
    Postfoundationalist Themes in the Philosophy of Education: Festschrift for James D. Marshall.Paul Smeyers & Michael A. Peters (eds.) - 2006 - Wiley-Blackwell.
    This collection of essays focuses on the work of James D. Marshall, who has been active in the philosophy of education for three decades. Deals with Marshall’s long-standing criticism of the public education system in New Zealand Discusses his work considering the relevance of Wittgenstein and Foucault for philosophy of education. Features tributes to Marshall in the form of interviews and testimonials. Contains remarks from Marshall himself in response to the commentaries of his colleagues.
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  16. Metaphysics and Essence.Michael A. Slote - 1975 - Philosophy 51 (196):241-243.
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  17.  1
    Geophilosophy, Education and the Pedagogy of the Concept.Michael A. Peters - 2004 - Educational Philosophy and Theory 36 (3):217-226.
  18.  2
    Reason and Scepticism.Michael A. Slote - 1970 - Philosophy 46 (178):363-365.
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  19.  6
    Mutual adaptation in parent-child interaction: Learning how to produce questions and answers.Michael A. Forrester - 2013 - Interaction Studies 14 (2):190-211.
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  20.  7
    Academic Writing, Genres and Philosophy.Michael A. Peters - 2008 - Educational Philosophy and Theory 40 (7):819-831.
    This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms of academic writing and the issue of ‘bad writing’.
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  21.  5
    Towards using Unmanned Aerial Vehicles in Wilderness Search and Rescue: Lessons from field trials.Michael A. Goodrich, Bryan S. Morse, Cameron Engh, Joseph L. Cooper & Julie A. Adams - 2009 - Interaction Studies 10 (3):453-478.
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  22.  8
    Miracles, wonder, and the state in Spinoza's Theological-Political Treatise.Michael A. Rosenthal - 2010 - In Yitzhak Y. Melamed & Michael A. Rosenthal (eds.), Spinoza's 'Theological-Political Treatise': A Critical Guide. New York: Cambridge University Press. pp. 231.
  23.  1
    Special issue – The Learning Society from the Perspective of Governmentality.Michael A. Peters - 2006 - Educational Philosophy and Theory 38 (4):413-414.
  24.  2
    User‐Created Education.Michael A. Peters - 2012 - Educational Philosophy and Theory 44 (10):1041-1044.
  25.  3
    Critical Race Matters.Michael A. Peters - 2004 - Educational Philosophy and Theory 36 (2):113-115.
  26.  2
    Higher Learning, Greater Good: the Private and Social Benefits of Higher Education – By W. W. McMahon.Michael A. Peters - 2010 - Educational Philosophy and Theory 42 (4):504-506.
  27.  8
    Jean‐Luc Godard's Film Socialisme and the Pedagogy of the Image.Michael A. Peters - 2012 - Educational Philosophy and Theory 44 (7):681-685.
  28.  5
    Je m'excuse, Monsieur Lyotard: Response to Clark.Michael A. Peters - 2006 - Educational Philosophy and Theory 38 (3):407-410.
  29.  1
    Special issue—Philosophy of Science Education.Michael A. Peters - 2006 - Educational Philosophy and Theory 38 (5):579-584.
  30.  5
    Self‐Editorializing: PESA and Educational Philosophy and Theory, after twenty‐five years.Michael A. Peters - 2009 - Educational Philosophy and Theory 41 (7):801-803.
  31.  17
    Philosophy of education in a new key: A collective project of the PESA executive.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm, Peter Roberts & Andrew Gibbons - 2022 - Educational Philosophy and Theory 54 (8):1061-1082.
    Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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  32.  61
    AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses.Michael A. Peters, Liz Jackson, Marianna Papastephanou, Petar Jandrić, George Lazaroiu, Colin W. Evers, Bill Cope, Mary Kalantzis, Daniel Araya, Marek Tesar, Carl Mika, Lei Chen, Chengbing Wang, Sean Sturm, Sharon Rider & Steve Fuller - forthcoming - Educational Philosophy and Theory.
    Michael A PetersBeijing Normal UniversityChatGPT is an AI chatbot released by OpenAI on November 30, 2022 and a ‘stable release’ on February 13, 2023. It belongs to OpenAI’s GPT-3 family (generativ...
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  33.  2
    Christianity and the Soul of the University. [REVIEW]Michael A. Cantrell - 2008 - Faith and Philosophy 25 (3):335-338.
  34.  4
    Ayn Rand. [REVIEW]Michael A. Principe - 1996 - Radical Philosophy Review of Books 14 (14):56-61.
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  35.  2
    Marx and Modern Political Theory. [REVIEW]Michael A. Principe - 1994 - Radical Philosophy Review of Books 10 (10):11-13.
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  36.  40
    Reimagining the new pedagogical possibilities for universities post-Covid-19.Michael A. Peters, Fazal Rizvi, Gary McCulloch, Paul Gibbs, Radhika Gorur, Moon Hong, Yoonjung Hwang, Lew Zipin, Marie Brennan, Susan Robertson, John Quay, Justin Malbon, Danilo Taglietti, Ronald Barnett, Wang Chengbing, Peter McLaren, Rima Apple, Marianna Papastephanou, Nick Burbules, Liz Jackson, Pankaj Jalote, Mary Kalantzis, Bill Cope, Aslam Fataar, James Conroy, Greg Misiaszek, Gert Biesta, Petar Jandrić, Suzanne S. Choo, Michael Apple, Lynda Stone, Rob Tierney, Marek Tesar, Tina Besley & Lauren Misiaszek - forthcoming - Educational Philosophy and Theory:1-44.
    Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
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  37.  8
    ‘Reality is an activity of the most august imagination’. When the world stops, it’s not a complete disaster – we can hear the birds sing!Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (3):217-220.
    Last Friday, in the big light of last Friday night,We drove home from Cornwall to Hartford, late.It was not a night blown at a glassworks in ViennaOr Venice, motionless, gathering time and dust.The...
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  38.  6
    Automatic and controlled antecedents of suicidal ideation and action: A dual-process conceptualization of suicidality.Michael A. Olson, James K. McNulty, David S. March, Thomas E. Joiner, Megan L. Rogers & Lindsey L. Hicks - 2022 - Psychological Review 129 (2):388-414.
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  39.  19
    The China-threat discourse, trade, and the future of Asia. A Symposium.Michael A. Peters, Alexander J. Means, David P. Ericson, Shivali Tukdeo, Joff P. N. Bradley, Liz Jackson, Guanglun Michael Mu, Timothy W. Luke & Greg William Misiaszek - 2022 - Educational Philosophy and Theory 54 (10):1531-1549.
  40.  15
    The open peer review experiment in Educational Philosophy and Theory(EPAT).Michael A. Peters, Susanne Brighouse, Marek Tesar, Sean Sturm & Liz Jackson - 2023 - Educational Philosophy and Theory 55 (2):133-140.
    Open Peer Review: Educational Philosophy and Theory (EPAT)Michael A. Peters, Beijing Normal University, PR ChinaIn 2016 EPAT started experimenting with open peer review for articles that were part...
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  41.  6
    Named or nameless: University ethics, confidentiality and sexual harassment.Michael A. Peters, Liz Jackson & Tina Besley - 2022 - Educational Philosophy and Theory 54 (14):2422-2433.
    This paper focusses on our concerns about revelations about sexual harassment in universities and the inadequate responses whereby some universities seem more concerned about their own reputations than the care and protection of their students. Seldom do cases go to criminal court, instead they mostly fall within employment relations policies where the use of non-disclosure agreements are double edged, such that some perpetrators remain nameless even if the person offended against wants details made public. Of course if the staff member (...)
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  42.  10
    A map of technopolitics: Deep convergence, platform ontologies, and cognitive efficiency.Michael A. Peters - 2020 - Thesis Eleven 158 (1):117-140.
    This paper, based on an invited Thesis Eleven presentation, provides a ‘map of technopolitics’ that springs from an investigation of the theoretical notion of technological convergence adopted by the US National Science Foundation, signaling a new paradigm of ‘nano-bio-info-cogno’ technologies. This integration at the nano-level is expected to drive the next wave of scientific research, technology and knowledge economy. The paper explores the concept of ‘technopolitics’ by investigating the links between Wittgenstein’s anti-scientism and Lyotard’s ‘technoscience’, reviewing the history of the (...)
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  43.  14
    Viral modernity? Epidemics, infodemics, and the ‘bioinformational’ paradigm.Michael A. Peters, Petar Jandrić & Peter McLaren - 2022 - Educational Philosophy and Theory 54 (6):675-697.
    Viral modernity is a concept based upon the nature of viruses, the ancient and critical role they play in evolution and culture, and the basic application to understanding the role of information and forms of bioinformation in the social world. The concept draws a close association between viral biology on the one hand, and information science on the other – it is an illustration and prime example of bioinformationalism that brings together two of the most powerful forces that now drive (...)
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  44.  13
    The aesthetics of collective writing: A Chinese/Western collective essay.Michael A. Peters, Petar Jandrić, Ruyu Hung, Marek Tesar, Huajun Zhang & Chengbing Wang - 2023 - Educational Philosophy and Theory 55 (8):888-896.
    Michael A. PetersBeijing Normal UniversityThe ancient concept of ‘self-cultivation’ with its roots in Confucianism and Hellenistic philosophy can also be utilised as tool for understanding the prac...
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  45.  15
    Public intellectuals in the age of viral modernity: An EPAT collective writing project.Michael A. Peters, Petar Jandrić, Steve Fuller, Alexander J. Means, Sharon Rider, George Lăzăroiu, Sarah Hayes, Greg William Misiaszek, Marek Tesar, Peter McLaren & Ronald Barnett - 2022 - Educational Philosophy and Theory 54 (6):783-798.
    Michael A. PetersBeijing Normal University, Beijing, PR China;There is an ecology of bad ideas, just as there is an ecology of weeds– Gregory Bateson (1972, p. 492)While there are classical anteced...
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  46.  17
    The Good Life: Unifying the Philosophy and Psychology of Well-Being.Michael A. Bishop - 2014 - New York, US: OUP USA.
    Science and philosophy study well-being with different but complementary methods. Marry these methods and a new picture emerges: To have well-being is to be "stuck" in a positive cycle of emotions, attitudes, traits and success. This book unites the scientific and philosophical worldviews into a powerful new theory of well-being.
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  47.  14
    The case for academic plagiarism education: A PESA Executive collective writing project.Michael A. Peters, Liz Jackson, Ruyu Hung, Carl Mika, Rachel Anne Buchanan, Marek Tesar, Tina Besley, Nina Hood, Sean Sturm, Bernadette Farrell, Andrew Madjar & Taylor Webb - 2022 - Educational Philosophy and Theory 54 (9):1307-1323.
  48.  3
    Post-marxism, humanism and (post)structuralism: Educational philosophy and theory.Michael A. Peters, David Neilson & Liz Jackson - 2022 - Educational Philosophy and Theory 54 (14):2331-2340.
    Western Marxism, since its Western deviation and theoretical development in the 1920s, developed in diverse ways that has reflected the broader philosophical environment. First, a theory of conscio...
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  49.  7
    James (J.C.) Walker: Philosopher of Education – The celebration of a life.Michael A. Peters & Paul Hager - 2022 - Educational Philosophy and Theory 54 (1):11-15.
  50.  4
    Mind Unmasked: A Political Phenomenology of Consciousness.Michael A. Weinstein & Timothy M. Yetman - 2017 - New York, NY: Routledge. Edited by Timothy M. Yetman.
    The human mind has proven uniquely capable of unraveling untold mysteries, and yet, the mind is fundamentally challenged when it turns back on itself to ask what it itself is. How do we conceive of mind in this postmodern world; how can we use philosophical anthropology to understand mind and its functions? While philosophers and social scientists have made important contributions to our understanding of mind, existing theories are insufficient for penetrating the complexities of mind in the twenty-first century. Mind (...)
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