Results for 'Peter R. Woods'

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  1.  63
    What Would Confucius Do? – Confucian Ethics and Self-Regulation in Management.Peter R. Woods & David A. Lamond - 2011 - Journal of Business Ethics 102 (4):669-683.
    We examined Confucian moral philosophy, primarily the Analects, to determine how Confucian ethics could help managers regulate their own behavior (self-regulation) to maintain an ethical standard of practice. We found that some Confucian virtues relevant to self-regulation are common to Western concepts of management ethics such as benevolence, righteousness, wisdom, and trustworthiness. Some are relatively unique, such as ritual propriety and filial piety. We identify seven Confucian principles and discuss how they apply to achieving ethical self-regulation in management. In addition, (...)
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  2. Linda B. Smith, Susan S. Jones, Hanako Yoshida and Eliana Colunga (Indiana University) Whose Dam Account? Attentional Learning Explains Booth and Waxman, 209–213.Sarah Hulme, Peter Mitchell, David Wood, Michele Miozzo, Min Wang, Keiko Koda, Charles A. Perfetti, James R. Brockmole, Ranxiao Frances Wang & Jeffrey Lidz - 2003 - Cognition 87:237-239.
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  3. New Books. [REVIEW]P. F. Strawson, H. J. Paton, H. L. A. Hart, Richard Robinson, A. C. Lloyd, R. Rhees, J. L. Spilsbury, Dorothy Emmet, George E. Hughes, D. R. Cousin, Basil Mitchell, Richard Peters, B. A. Farrell, Antony Flew, J. O. Urmson, O. P. Wood & Jonathan Cohen - 1951 - Mind 60 (238):265-295.
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  4. Past, Present, and Future Research on Teacher Induction: An Anthology for Researchers, Policy Makers, and Practitioners.Betty Achinstein, Krista Adams, Steven Z. Athanases, EunJin Bang, Martha Bleeker, Cynthia L. Carver, Yu-Ming Cheng, Renée T. Clift, Nancy Clouse, Kristen A. Corbell, Sarah Dolfin, Sharon Feiman-Nemser, Maida Finch, Jonah Firestone, Steven Glazerman, MariaAssunção Flores, Susan Hanson, Lara Hebert, Richard Holdgreve-Resendez, Erin T. Horne, Leslie Huling, Eric Isenberg, Amy Johnson, Richard Lange, Julie A. Luft, Pearl Mack, Julia Moore, Jennifer Neakrase, Lynn W. Paine, Edward G. Pultorak, Hong Qian, Alan J. Reiman, Virginia Resta, John R. Schwille, Sharon A. Schwille, Thomas M. Smith, Randi Stanulis, Michael Strong, Dina Walker-DeVose, Ann L. Wood & Peter Youngs - 2010 - R&L Education.
    This book's importance is derived from three sources: careful conceptualization of teacher induction from historical, methodological, and international perspectives; systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction.
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  5.  15
    Improving Information on Public Health Law Best Practices for Obesity Prevention and Control.Susan R. Tortolero, Karyn Popham & Peter D. Jacobson - 2009 - Journal of Law, Medicine and Ethics 37 (s1):99-109.
    This paper is the companion to “Assessment of Information on Public Health Law Best Practices for Obesity Prevention and Control,” and the fourth of four action papers produced as part of the National Summit on Legal Preparedness for Obesity Prevention and Control, convened June 2008 by the Centers for Disease Control and Prevention, the Robert Wood Johnson Foundation, and the American Society for Law, Medicine Ethics. The four action papers present options to address gaps in the four core elements of (...)
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  6.  15
    Improving Information on Public Health Law Best Practices for Obesity Prevention and Control.Susan R. Tortolero, Karyn Popham & Peter D. Jacobson - 2009 - Journal of Law, Medicine and Ethics 37 (s1):99-109.
    This paper is the companion to “Assessment of Information on Public Health Law Best Practices for Obesity Prevention and Control,” and the fourth of four action papers produced as part of the National Summit on Legal Preparedness for Obesity Prevention and Control, convened June 2008 by the Centers for Disease Control and Prevention, the Robert Wood Johnson Foundation, and the American Society for Law, Medicine Ethics. The four action papers present options to address gaps in the four core elements of (...)
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  7.  34
    New Books. [REVIEW]B. A. O. Williams, L. Jonathan Cohen, O. P. Wood, J. J. C. Smart, William H. Halberstadt, J. F. Thomson, D. J. O'Connor, G. B. Keene, R. J. Spilsbury, Peter Laslett, W. J. Rees, H. Hudson, J. O. Urmson & Dorothy Emmet - 1958 - Mind 67 (267):409-432.
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  8.  54
    Intellectual Virtues: An Essay in Regulative Epistemology.R. Roberts & W. Wood - 2009 - Analysis 69 (1):181-182.
    Since the publication of Edmund Gettier's challenge to the traditional epistemological doctrine of knowledge as justified true belief, Roberts and Wood claim that epistemologists lapsed into despondency and are currently open to novel approaches. One such approach is virtue epistemology, which can be divided into virtues as proper functions or epistemic character traits. The authors propose a notion of regulative epistemology, as opposed to a strict analytic epistemology, based on intellectual virtues that function not as rules or even as skills (...)
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  9. Ethics and Education.R. S. Peters - 1966 - London: Allen & Unwin.
    First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal (...)
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  10. Education and the Education of Teachers.R. S. Peters - 1977 - Routledge and Kegan Paul.
    educated man1 Some further reflections 1 The comparison with 'reform' In reflecting, in the past, on the sort of term that 'education' is I have usually ...
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  11. Authority, Responsibility and Education.R. S. Peters - 1959 - New York: Eriksson.
  12. 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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  13. Early Modern Experimental Philosophy.Peter R. Anstey & Alberto Vanzo - 2016 - In Justin Sytsma & Wesley Buckwalter (eds.), A Companion to Experimental Philosophy. Blackwell. pp. 87-102.
    In the mid-seventeenth century a movement of self-styled experimental philosophers emerged in Britain. Originating in the discipline of natural philosophy amongst Fellows of the fledgling Royal Society of London, it soon spread to medicine and by the eighteenth century had impacted moral and political philosophy and even aesthetics. Early modern experimental philosophers gave epistemic priority to observation and experiment over theorising and speculation. They decried the use of hypotheses and system-building without recourse to experiment and, in some quarters, developed a (...)
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  14.  52
    John Locke and Natural Philosophy.Peter R. Anstey - 2011 - Oxford University Press.
    Peter Anstey presents a thorough and innovative study of John Locke's views on the method and content of natural philosophy. Focusing on Locke's Essay concerning Human Understanding, but also drawing extensively from his other writings and manuscript remains, Anstey argues that Locke was an advocate of the Experimental Philosophy: the new approach to natural philosophy championed by Robert Boyle and the early Royal Society who were opposed to speculative philosophy. On the question of method, Anstey shows how Locke's pessimism (...)
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  15. The Philosophy of Education.R. S. Peters - 1973 - [London]Oxford University Press.
  16. The Concept of Motivation.R. S. PETERS - 1958 - Philosophy 34 (128):72-73.
     
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  17. Psychology and Ethical Development (Routledge Revivals): A Collection of Articles on Psychological Theories, Ethical Development and Human Understanding.R. S. Peters - 1974 - Allen & Unwin.
    First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order at (...)
     
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  18.  43
    “I Had so Much It Didn’T Seem Fair”: Eight-Year-Olds Reject Two Forms of Inequity.Peter R. Blake & Katherine McAuliffe - 2011 - Cognition 120 (2):215-224.
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  19.  49
    B. Dainton: The Phenomenal Self. [REVIEW]Peter R. King - 2009 - Erkenntnis 71 (2):283-288.
  20.  81
    Philosophy of Experiment in Early Modern England: The Case of Bacon, Boyle and Hooke.Peter R. Anstey - 2014 - Early Science and Medicine 19 (2):103-132.
  21.  24
    Experimental Versus Speculative Natural Philosophy.Peter R. Anstey - 2005 - In The Science of Nature in the Seventeenth Century: Patterns of Changes in Early Modern Natural Philosophy. Dordrecht: Springer. pp. 215-242.
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  22. Education, Values, and Mind: Essays for R.S. Peters.R. S. Peters & David E. Cooper (eds.) - 1986 - Routledge and Kegan Paul.
    David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...
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  23.  21
    Essays on Educators.R. S. Peters - 1981 - Allen & Unwin.
  24. Education as Initiation.R. S. Peters - 2007 - In Randall R. Curren (ed.), Philosophy of Education: An Anthology. Blackwell. pp. 192-205.
  25. Authority and Education.R. S. Peters - 1966 - Ethics and Education 237:265.
     
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  26.  40
    Reason and Compassion.R. S. Peters - 1973 - Boston: Routledge and Kegan Paul.
    PREFACE The first three of these lectures, or rather an abbreviated version of them, were first given as the Lindsay Memorial Lectures at the University of ...
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  27.  20
    Education and Justification: A Reply to R K Elliott.R. Peters - 1977 - Philosophy of Education 11 (1):28-38.
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  28.  45
    Education and Justification. A Reply to R K Elliott.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28–38.
  29. The Idea of Principles in Early Modern Thought: Interdisciplinary Perspectives.Peter R. Anstey (ed.) - 2017 - Routledge.
    This collection presents the first sustained examination of the nature and status of the idea of principles in early modern thought. Principles are almost ubiquitous in the seventeenth and eighteenth centuries: the term appears in famous book titles, such as Newton’s _Principia_; the notion plays a central role in the thought of many leading philosophers, such as Leibniz’s Principle of Sufficient Reason; and many of the great discoveries of the period, such as the Law of Gravitational Attraction, were described as (...)
     
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  30.  78
    Robert Boyle and the Heuristic Value of Mechanism.Peter R. Anstey - 2002 - Studies in History and Philosophy of Science Part A 33 (1):157-170.
    This paper argues that, contrary to the claims of Alan Chalmers, Boyle understood his experimental work to be intimately related to his mechanical philosophy. Its central claim is that the mechanical philosophy has a heuristic structure that motivates and gives direction to Boyle's experimental programme. Boyle was able to delimit the scope of possible explanations of any phenomenon by positing both that all qualities are ultimately reducible to a select group of mechanical qualities and that all explanations of natural phenomena (...)
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  31.  35
    The Developmental Origins of Fairness: The Knowledge–Behavior Gap.Peter R. Blake, Katherine McAuliffe & Felix Warneken - 2014 - Trends in Cognitive Sciences 18 (11):559-561.
  32. Emergent Behaviorism.Peter R. Killeen - 1984 - Behaviorism 12 (2):25-39.
    In this article I examine Skinner's objections to mentalism. I conclude that his only valid objections concern the "specious explanations" that mentalism might afford ? explanations that are incomplete, circular, or faulty in other ways. Unfortunately, the mere adoption of behavioristic terminology does not solve that problem. It camouflages the nature of "private events," while providing no protection from specious explanations. I argue that covert states and events are causally effective, and may be sufficiently different in their nature to deserve (...)
     
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  33. Education and the Educated Man.R. S. Peters - 1970 - Philosophy of Education 4 (1):5.
  34.  5
    A Behavioral Theory of Timing.Peter R. Killeen & J. Gregor Fetterman - 1988 - Psychological Review 95 (2):274-295.
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  35.  10
    Arousal: Its Genesis and Manifestation as Response Rate.Peter R. Killeen, Stephen J. Hanson & Steve R. Osborne - 1978 - Psychological Review 85 (6):571-581.
  36.  44
    Locke, Bacon and Natural History.Peter R. Anstey - 2002 - Early Science and Medicine 7 (1):65-92.
    This paper argues that the construction of natural histories, as advocated by Francis Bacon, played a central role in John Locke's conception of method in natural philosophy. It presents new evidence in support of John Yolton's claim that "the emphasis upon compiling natural histories of bodies ... was the chief aspect of the Royal Society's programme that attracted Locke, and from which we need to understand his science of nature". Locke's exposure to the natural philosophy of Robert Boyle, the medical (...)
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  37.  23
    An Electromyographic Investigation of the Impact of Task Relevance on Facial Mimicry.Peter R. Cannon, Amy E. Hayes & Steven P. Tipper - 2009 - Cognition and Emotion 23 (5):918-929.
  38.  25
    Sensorimotor Fluency Influences Affect: Evidence From Electromyography.Peter R. Cannon, Amy E. Hayes & Steven P. Tipper - 2010 - Cognition and Emotion 24 (4):681-691.
  39.  20
    John Locke and the Philosophy of Mind.Peter R. Anstey - 2015 - Journal of the History of Philosophy 53 (2):221-244.
    This paper argues that, while Locke’s unstable usage of the term ‘mind’ prevents us from claiming that he had a theory of mind, it can still be said that he made a contribution to the philosophy of mind in its contemporary sense. After establishing that it was the term ‘soul’ that predominated in early modern British philosophy, the paper turns to Locke’s three central notions of the soul, the understanding, and the person. It is argued that there are two stages (...)
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  40.  28
    Mass/Count Variation: A Mereological, Two-Dimensional Semantics.Peter R. Sutton & Hana Filip - 2016 - The Baltic International Yearbook of Cognition, Logic and Communication 11.
    We argue that two types of context are central to grounding the semantics for the mass/count distinction. We combine and develop the accounts of Rothstein and Landman, which emphasize overlap at a context. We also adopt some parts of Chierchia’s account which uses precisifying contexts. We unite these strands in a two-dimensional semantics that covers a wide range of the puzzling variation data in mass/count lexicalization. Most importantly, it predicts where we should expect to find such variation for some classes (...)
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  41.  57
    Boyle on Seminal Principles.Peter R. Anstey - 2002 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 33 (4):597-630.
    This paper presents a comprehensive study of Robert Boyle’s writings on seminal principles or seeds. It examines the role of seeds in Boyle’s account of creation, the generation of plants and animals, spontaneous generation, the generation of minerals and disease. By an examination of all of Boyle’s major extant discussions of seeds it is argued that there were discernible changes in Boyle’s views over time. As the years progressed Boyle became more sceptical about the role of seminal principles in the (...)
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  42.  16
    A Short History of Ethics.R. S. Peters - 1967 - British Journal of Educational Studies 15 (3):321.
  43.  25
    An Electrophysiological Signal That Precisely Tracks the Emergence of Error Awareness.Peter R. Murphy, Ian H. Robertson, Darren Allen, Robert Hester & Redmond G. O'Connell - 2012 - Frontiers in Human Neuroscience 6.
  44.  47
    Locke and Botany.Peter R. Anstey & Stephen A. Harris - 2006 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 37 (2):151-171.
    This paper argues that the English philosopher John Locke, who has normally been thought to have had only an amateurish interest in botany, was far more involved in the botanical science of his day than has previously been known. Through the presentation of new evidence deriving from Locke’s own herbarium, his manuscript notes, journal and correspondence, it is established that Locke made a modest contribution to early modern botany. It is shown that Locke had close and ongoing relations with the (...)
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  45.  18
    Locke on Measurement.Peter R. Anstey - 2016 - Studies in History and Philosophy of Science Part A 60:70-81.
  46.  37
    Experimental Pedagogy and the Eclipse of Robert Boyle in England.Peter R. Anstey - 2015 - Intellectual History Review 25 (1):115-131.
  47.  14
    Hobbes.R. S. Peters - 1956 - Greenwood Press.
  48.  43
    Education and Justification.R. S. Peters - 1977 - Journal of Philosophy of Education 11 (1):28-38.
  49.  29
    Emotions and the Category of Passivity.R. S. Peters & C. A. Mace - 1962 - Proceedings of the Aristotelian Society 62:117-142.
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  50.  22
    Reason and Passion1: R. S. Peters.R. S. Peters - 1970 - Royal Institute of Philosophy Supplement 4:132-153.
    I Once gave a series of talks to a group of psychoanalysts who had trained together and was rather struck by the statement made by one of them that, psychologically speaking, ‘reason’ means saying ‘No’ to oneself. Plato, of course, introduced the concept of ‘reason’ in a similar way in The Republic with the case of the thirsty man who is checked in the satisfaction of his thirst by reflection on the outcome of drinking. But Plato was also so impressed (...)
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