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Michel Ferrari [18]Michele Ferrari [1]Michele C. Ferrari [1]
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Profile: Michel Ferrari (University of Toronto)
  1.  55
    What Can Neuroscience Bring to Education?Michel Ferrari - 2011 - Educational Philosophy and Theory 43 (1):31-36.
    Educational neuroscience promises to incorporate emerging insights from neuroscience into education, and is an exiting renovation of cognitive science in education. But unlike cognitive neuroscience—which aims to explain how the mind is embodied—educational neuroscience necessarily incorporates values that reflect the kind of citizen and the kind of society we aspire to create. Neuroscience can help fulfill the mandate of public education, but only as a tool that is part of a broader conversation about what schools should strive to achieve for (...)
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  2.  14
    Wundt, Vygotsky and Bandura: A Cultural-Historical Science of Consciousness in Three Acts.Michel Ferrari, David K. Robinson & Anton Yasnitsky - 2010 - History of the Human Sciences 23 (3):95-118.
    This article looks at three historical efforts to coordinate the scientific study of biological and cultural aspects of human consciousness into a single comprehensive theory of human development that includes the evolution of the human body, cultural evolution and personal development: specifically, the research programs of Wilhelm Wundt, Lev Vygotsky and Albert Bandura. The lack of historical relations between these similar efforts is striking, and suggests that the effort to promote cultural and personal sources of consciousness arises as a natural (...)
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  3. Meta-Emotions About Anger and Amae: A Cross-Cultural Comparison.Michel Ferrari & Emiko Koyama - forthcoming - Consciousness and Emotion.
     
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  4.  6
    Development is Also Experienced by a Personal Self Who is Shaped by Culture.Michel Ferrari - 2002 - Behavioral and Brain Sciences 25 (6):755-756.
    I agree with Thomas & Karmiloff- Smith in their critique of Residual Normality. However, first-person data must be integrated into their account of neurobiological development of disabilities. Furthermore, psychological development itself is not only about an individual’ brain and how it interacts with the world; rather, development depends crucially on the sociocultural context in which children develop.
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  5.  43
    Death and Resurrection of a Disciplined Science of Consciousness.Michel Ferrari & Adrien Pinard - 2006 - Journal of Consciousness Studies 13 (12):75-96.
    The Latin conscius does not translate anything like mind or consciousness. Only in the mid-nineteenth century do we find the first attempts to study consciousness as its own discipline. Wundt, James, and Freud disagreed about how to approach the science of consciousness, although agreeing that psychology was a 'science of consciousness' that takes lived biological experience as its object. The behaviorists vetoed this idea. By the 1950s, for cognitive science, mind (conscious and unconscious) was considered analogous to computer software. Recently, (...)
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  6.  12
    Introduction.Michel Ferrari - 2010 - History of the Human Sciences 23 (3):1-14.
    The history of the science of consciousness is difficult to trace because it involves an ongoing debate over the aims involved in the study of consciousness that historically engaged people working in a variety of different, often overlapping, philosophical projects. At least three main aims of these different projects can be identified: (1) providing an ultimate foundation for natural science; (2) providing an empirical study of experience; and (3) promoting human well-being by relieving suffering and encouraging human flourishing. Each of (...)
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  7.  5
    Juraj Šedivý, Mittelalterliche Schriftkultur Im Pressburger Kollegiatkapitel. Bratislava: Chronos, 2007. Pp. 283 Plus 16 Color Figures and Separate CD-ROM; Many Black-and-White Figures. [REVIEW]Michele C. Ferrari - 2011 - Speculum 86 (1):271-273.
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  8.  9
    Moral Development as the Personal Education of Feeling and Reason: From James to Piaget.Michel Ferrari & Carol M. Okamoto - 2003 - Journal of Moral Education 32 (4):341-355.
    This article traces the connection between William James's writings in The Varieties of Religious Experience and Jean Piaget's work on moral development through Piagets early work on religious experience. James characterises religious experience as unlocking deep personal power that can sustain a ?strenuous mood?. These ideas impacted the early work of Piaget on religious experience through the influence of Henri Bergson and The?odore Flournoy, both friends of James. The shared depth-psychology approach to religious experience of James and Piaget is important (...)
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  9.  9
    Culture and Development Matter to Understanding Souls, No Matter What Our Evolutionary Design.Michel Ferrari - 2006 - Behavioral and Brain Sciences 29 (5):472-472.
    For Bering, appreciating that people are objects is a developmental accomplishment. Baldwin and Piaget agree. However, for Piaget, an immanent conception of the divine is more developed than a separate transcendent God. Culture also matters. In Plato's Phaedo, Socrates' belief in immortality was a reasoned conclusion – not “built in” – for reasons similar to those still held by modern scientists.
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  10.  2
    William James and the Denial of Death.Michel Ferrari - 2002 - Journal of Consciousness Studies 9 (9-10):9-10.
    All natural goods perish. Riches take wings; fame is a breath; love is a cheat; youth and health and pleasure vanish. Can things whose end is always dust and disappointment be the real goods which our souls require? Back of everything is the great spectre of universal death, the all-encompassing blackness.
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  11.  1
    Introduction to Bovelles' Liber de Sapiente.Michel Ferrari - 2011 - Intellectual History Review 21 (3):257-265.
  12. Can Bovelles' View of Wisdom Survive in the Modern World?Michel Ferrari - 2011 - Intellectual History Review 21 (3):365-380.
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  13. Personal Selves and Intentional Conceptual Change.Michel Ferrari & Nezihe Elik - 2003 - In Gale M. Sinatra & Paul R. Pintrich (eds.), Intentional Conceptual Change. L. Erlbaum. pp. 21.
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  14. Thin-Slice Measurement of Wisdom.Chao S. Hu, Michel Ferrari, Qiandong Wang & Earl Woodruff - 2017 - Frontiers in Psychology 8.
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  15. Beyond Knowledge: Extracognitive Aspects of Developing High Ability. The Educational Psychology Series.Larisa V. Shavinina & Michel Ferrari (eds.) - 2004
  16. Epistemology and Science Education: Understanding the Evolution Vs. Intelligent Design Controversy.Roger S. Taylor & Michel Ferrari (eds.) - 2010 - Routledge.
    How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian (...)
     
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  17. Epistemology and Science Education: Understanding the Evolution Vs.Roger S. Taylor & Michel Ferrari (eds.) - 2011 - Routledge.
     
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