Results for 'Philosophy for Childrens'

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  1. Reading Philosophy for the Xxist Century.George F. Mclean & Council for Research in Values and Philosophy - 1989
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  2. Retributivism and its Critics Canadian Section of the International Society for Philosophy of Law and Social Philosophy : Papers of the Special Nordic Conference Held at the University of Toronto, 25-27 June 1990. [REVIEW]Wesley Cragg & International Society for Philosophy of Law and Social Philosophy - 1992
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  3. Law and the Future of Society a Selection of Papers Presented to the Extraordinary World Congress of the Internat. Assoc. For Philosophy of Law and Social Philosophy , Held in Sydney and Canberra, Australia, on 14-21 August, 1977. [REVIEW]F. C. Hutley & International Association for Philosophy of Law and Social Philosophy - 1979
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  4. Law, Justice and the State Nordic Perspectives : Proceedings of the 16th World Congress of the International Association for Philosophy of Law and Social Philosophy , Reykjavík, 26 May-2 June, 1993. [REVIEW]Mikael M. International Association for Philosophy of Law and Social Philosophy, Karlsson & Ólafur Páll Jónsson - 1995
     
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  5.  31
    Communication Discourse and Cyberspace: Challenges to Philosophy for Children.Arie Kizel - 2014 - Thinking: The Journal of Philosophy for Children 20 (3-4):40 – 44.
    This article addresses the principal challenges the philosophy for children (P4C) educator/practitioner faces today, particularly in light of the multi-channel communication environment that threatens to undermine the philosophical enterprise as a whole and P4C in particular. It seeks to answer the following questions: a) What status does P4C hold as promoting a community of inquiry in an era in which the school discourse finds itself in growing competition with a communication discourse driven by traditional media tools?; b) What philosophical (...)
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  6.  67
    Re-Engineering Philosophy for Limited Beings: Piecewise Approximations to Reality.William C. Wimsatt - 2007 - Harvard University Press.
    This book offers a philosophy for error-prone humans trying to understand messy systems in the real world.
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  7.  81
    Philosophy, Critical Thinking and Philosophy for Children1.Marie-France Daniel & Emmanuelle Auriac - 2011 - Educational Philosophy and Theory 43 (5):415-435.
    For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy.
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  8.  16
    Philosophy for Children in Australia: Then, Now, and Where to From Here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.
    In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational value (...)
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  9.  17
    From Harry to Philosophy Park: The Development of Philosophy for Children Resources in Australia.Gilbert Burgh & Simone Thornton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 163-170.
    We offer an overview of the development and production of the diverse range of Australian P4C literature since the introduction of philosophy in schools in the early 1980s. The events and debates surrounding this literature can be viewed as an historical narrative that highlights different philosophical, educational, and strategic positions on the role of curriculum material and resources in the philosophy classroom. We argue that if we place children’s literature and purpose-written materials in opposition to one another, we (...)
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  10.  28
    Philosophy for Children as an Educational Practice.Riku Välitalo, Hannu Juuso & Ari Sutinen - 2016 - Studies in Philosophy and Education 35 (1):79-92.
    During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds by examining the changes between the so-called first and second generation, which suggests that Philosophy for Children is adapting to a postmodern world by challenging the (...)
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  11.  20
    The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child.Karin Murris - 2016 - Studies in Philosophy and Education 35 (1):63-78.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in (...)
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  12. Philosophy for Children as a Teaching Movement in an Era of Too Much Learning.Charles Bingham - 2015 - Childhood and Philosophy 11 (22):223-240.
    In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary school in 1968. (...)
     
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  13.  8
    Philosophy for Teens: Questioning Life's Big Ideas, by Sharon M. Kaye and Paul Thomson.Andrew Fisher - 2007 - Teaching Philosophy 30 (2):232-233.
    A review of "Philosophy for teens: Questioning life's big ideas" by Sharon M. Kaye and Paul Thomson.
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  14. Philosophy for Children and Territorial Educational Laboratories: A Succeed Experiment.Maria Miraglia - 2013 - Childhood and Philosophy 9 (18):381-400.
    The article examines the need to increase an education toward the development of complex thinking in urban areas where there is a considerable amount of social unrest. The school often fails to bridge the gap between educator/education and learner and this happens in particular when it comes to kids ‘disadvantaged’. The P4C is a pedagogical method that can heal this divide, inter alia, through its dialogic practice. The practice of philosophy can became a way to bridge the sense of (...)
     
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  15.  38
    The Right to Believe Truth Paradoxes of Moral Regret for No Belief and the Role(s) of Logic in Philosophy of Religion.Billy Joe Lucas - 2012 - International Journal for Philosophy of Religion 72 (2):115-138.
    I offer you some theories of intellectual obligations and rights (virtue Ethics): initially, RBT (a Right to Believe Truth, if something is true it follows one has a right to believe it), and, NDSM (one has no right to believe a contradiction, i.e., No right to commit Doxastic Self-Mutilation). Evidence for both below. Anthropology, Psychology, computer software, Sociology, and the neurosciences prove things about human beliefs, and History, Economics, and comparative law can provide evidence of value about theories of rights. (...)
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  16.  89
    Overcoming Relativism and Absolutism: Dewey's Ideals of Truth and Meaning in Philosophy for Children.Jennifer Bleazby - 2011 - Educational Philosophy and Theory 43 (5):453-466.
    Different notions of truth imply and encourage different ideals of thinking, knowledge, meaning, and learning. Thus, these concepts have fundamental importance for educational theory and practice. In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some disagreement amongst P4C theorists and practitioners about whether the community of inquiry implies either relativism or absolutism. I will argue that both relativism and absolutism are incompatible with (...)
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  17. Philosophy for Children, Community of INquiry, and Human Rights Education.Karen Mizell - 2015 - Childhood and Philosophy 11 (22):319-328.
    The Community of Inquiry is a unique discourse model that brings adults and children together in collaborative discussions of philosophical and ethical topics. This paper examines the potential for COI to deepen children’s moral and intellectual understanding through recursive discourse that encourages them to transcend cultural limitations, confront their own moral predispositions, and increase inter-cultural understanding. As children become familiar with normative values couched in ethical dialogue, they are immersed in ideals of reciprocity and empathy. Such dialogues can become effective (...)
     
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  18.  20
    Introduction to Special Issue on Philosophy for Children.Maughn Gregory & David Kennedy - 2000 - Inquiry : An Interdisciplinary Journal of Philosophy 19 (2):4-10.
  19.  32
    Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme?Sevket Benhur Oral - 2013 - Studies in Philosophy and Education 32 (4):361-377.
  20.  18
    Philosophy for Children: A Note on Lipman's Lisa.Edward D'angelo - 1977 - Journal of Pre-College Philosophy 2 (3):39-40.
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  21.  9
    Philosophy for Education.Henry J. Perkinson - 1976 - Journal of Pre-College Philosophy 2 (2):17-20.
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  22. Practicality and Philosophy for Children.Jennifer Bleazby - 2004 - Critical and Creative Thinking 12 (2).
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  23.  43
    Confucian Perfectionism: A Political Philosophy for Modern Times.Joseph Chan - 2014 - Princeton University Press.
    Since the very beginning, Confucianism has been troubled by a serious gap between its political ideals and the reality of societal circumstances. Contemporary Confucians must develop a viable method of governance that can retain the spirit of the Confucian ideal while tackling problems arising from nonideal modern situations. The best way to meet this challenge, Joseph Chan argues, is to adopt liberal democratic institutions that are shaped by the Confucian conception of the good rather than the liberal conception of the (...)
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  24. Wimsatt and the Robustness Family: Review of Wimsatt's Re-Engineering Philosophy for Limited Beings. [REVIEW]Brett Calcott - 2011 - Biology and Philosophy 26 (2):281-293.
    This review of Wimsatt’s book Re-engineering Philosophy for Limited Beings focuses on analysing his use of robustness, a central theme in the book. I outline a family of three distinct conceptions of robustness that appear in the book, and look at the different roles they play. I briefly examine what underwrites robustness, and suggest that further work is needed to clarify both the structure of robustness and the relation between it various conceptions.
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  25. Philosophy for the Rest of Cognitive Science.Nigel Stepp, Anthony Chemero & Michael T. Turvey - 2011 - Topics in Cognitive Science 3 (2):425-437.
    Cognitive science has always included multiple methodologies and theoretical commitments. The philosophy of cognitive science should embrace, or at least acknowledge, this diversity. Bechtel’s (2009a) proposed philosophy of cognitive science, however, applies only to representationalist and mechanist cognitive science, ignoring the substantial minority of dynamically oriented cognitive scientists. As an example of nonrepresentational, dynamical cognitive science, we describe strong anticipation as a model for circadian systems (Stepp & Turvey, 2009). We then propose a philosophy of science appropriate (...)
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  26.  2
    Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), The Ownership and Dissemination of Knowledge, 36th Annual Conference of the Philosophy of Education Society of Australasia, Queensland University of Technology, Brisbane, Australia, 4–7 December 2008. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...)
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  27.  31
    Philosophy for Children in Turkey.Nuran Direk - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:17-21.
    In this essay, I shall both inquire into the relationship between democracy and education in general and concentr ate on education in philosophy for children in the Turkish cultural context. I argue that education in philosophy for children is useful for teaching the acquisition of knowledge from the information provided, for questioning of rules in different contexts, and for the analysis of facts encountered in daily life. Ethical attitudes can neither be derived from the information provided about the (...)
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  28.  16
    A Study on Developing Picture Books and Parent-Teacher Manuals for Philosophy for Korean Young Children.Dae-Ryun Chung - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:111-122.
    This paper is a short report about a series of picture books and manuals designed for P4C (especially Philosophy for Korean Young Children). There were not proper educational reading materials or books to help Korean young children to think by (or for) themselves and dialogue with. Dr. Sharp’s is a very helpful guidebook for young children to think by themselves, dialogue with friends, and discuss with others (peers, older or younger children, teacher and parents, etc.). However, there (...)
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  29. Philosophy of Mind: An Overview for Cognitive Science.William P. Bechtel - 1988 - Lawrence Erlbaum.
    Specifically designed to make the philosophy of mind intelligible to those not trained in philosophy, this book provides a concise overview for students and researchers in the cognitive sciences. Emphasizing the relevance of philosophical work to investigations in other cognitive sciences, this unique text examines such issues as the meaning of language, the mind-body problem, the functionalist theories of cognition, and intentionality. As he explores the philosophical issues, Bechtel draws connections between philosophical views and theoretical and experimental work (...)
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  30.  3
    Philosophy for Children as a Response to Gender Problems.Jennifer Bleazby - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):70-78.
    This paper will outline some of the ways in which traditional pedagogies facilitate ‘masculine’ ideals of thinking, while excluding and denigrating the ‘feminine’. It will be shown that unlike traditional pedagogies, P4C reconstructs the gendered dualisms that form the basis of traditional gender stereotypes. Consequently, P4C reconstructs traditional gender stereotypes and challenges the traditional gendering of school subjects, which contributes to the underperformance of girls in math and science and the devaluation of the ‘feminine’ arts and humanities. It will also (...)
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  31.  15
    Philosophy for Children.Marzena Parzych - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:71-79.
    Philosophy for Children: In the Historical Perspective of the Progressive Nature of Human Consciousness. This paper will examine the importance of the Critical Thinking Movement and the Philosophy for Children Programme in a larger, more inclusive, and innovative perspective. The paper will explain why the CriticalThinking Movement appeared in our time and then offer a new interpretation of the importance of the Philosophy for Children Program – with both seen in a novel historical perspective as well as (...)
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  32.  13
    Applying Philosophy for Children to Workshop-Style Environmental Education.Mitsuyo Toyoda - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:101-109.
    This paper examines possible applications of ideas and methods of Philosophy for Children (P4C) to workshop-style environmental education conducted in Sado, Japan. The theme of the workshop is the preservation of toki (the crested ibis) and the local community development. As a result of the success in new breeding, it was determined that the toki, which once became extinct in Japan, would be released to the natural environment in 2008. In order to achieve its successful settlement, local residents are (...)
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  33. The Need for a Revolution in the Philosophy of Science.Nicholas Maxwell - 2002 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 33 (2):381-408.
    There is a need to bring about a revolution in the philosophy of science, interpreted to be both the academic discipline, and the official view of the aims and methods of science upheld by the scientific community. At present both are dominated by the view that in science theories are chosen on the basis of empirical considerations alone, nothing being permanently accepted as a part of scientific knowledge independently of evidence. Biasing choice of theory in the direction of simplicity, (...)
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  34. Philosophy Seminars for Five-Year-Olds,.Nicholas Maxwell - 2005 - Learning for Democracy 1 (2):71-77.
    We need a revolution in education, from five year olds onwards, so that exploration of problems is at the heart of the enterprise.
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  35.  24
    Philosophy for General Education.Jane Drexler - 2015 - Teaching Philosophy 38 (3):289-305.
    This article explores the value of teaching Environmental Ethics as an introductory-level general education course for non-majors. It focuses on how philosophy can help students discern multiple voices within discourses, texts and thinking, and by doing so disrupt several untenable mental paradigms that new and underprepared students often bring with them to college: fixed and dualistic notions of truth, relativistic conceptions of difference, and decontextualized approaches to issues and ideas. This article also presents examples of class activities that are (...)
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  36.  21
    Why Philosophy for Educators?William Hare - 2007 - International Journal of Applied Philosophy 21 (2):149-159.
    Is philosophy of benefit to educators? It is argued here that philosophy can be of great practical value to anyone quite apart from its intrinsic interest. Many examples are subsequently deployed to show how the ways in which philosophy is generally useful can translate into tangible benefits for teachers, administrators, and others who work in the field of education.
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  37.  15
    Conceptual Priorities For Pre-College Philosophy.R. S. Schievella - 1975 - Journal of Pre-College Philosophy 1 (1):2-4.
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  38. Is Practical Philosophy for Private Profit or Public Good?Patricia Shipley & Fernando Leal - 2002 - Philosophy in the Contemporary World 9 (1):1-9.
    This paper takes a critical look at the rise of the practice of philosophy in the market place in late modernity. Two main forms of such practice are identified: the practice of Socratic Dialogue in small groups in organisations and one-to-one philosophical counselling of individual 'clients'. The relevance of professionalism for commercialised applied practical philosophy is discussed. Philosophical counsellors in particular may be at risk of engaging with vulnerable individuals who are in need of protection from practitioners who (...)
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  39.  16
    Writing Philosophy for the Public is a Moral Obligation.Greg Littmann - 2014 - Essays in Philosophy 15 (1):103-116.
    Writing philosophy to be read by people who are not professional philosophers ought to be central to the work of professional philosophers. Writing for the public should be central to their work because their professional end is to produce ideas for use by people who are not professional philosophers. Philosophy is unlike most disciplines in that the ideas produced by professional philosophers generally have to be understood by a person before they can be of any use to them. (...)
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  40.  20
    Philosophy for a Theology of Beauty.John D. Dadosky - 2007 - Philosophy and Theology 19 (1/2):7-34.
    This paper takes the work of Hans Urs Von Balthasar as a starting point and context for a philosophical recovery of beauty. Balthasar labored to recover a theological aesthetics within contemporary theology. However, his suspicion of modern philosophy with its turn to the subject left him unable to articulate the proper philosophical foundations for a modern recovery of beauty. He acclaimed the achievement of Aquinas but did not move beyond him. Therefore,the paper presents an argument for a transposed (...) of Aquinas through the thought of Bernard Lonergan. One that can properly ground a theological aesthetics because it reckons with the philosophers of doubt, and allows for the incorporation of other cultural notions of beauty that Balthasar admits are lacking in his own aesthetics. (shrink)
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  41.  11
    Visual Culture Education Through the Philosophy for Children Program.Yong-Sock Chang & Ji–Young Kim - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:27-34.
    The appearance of mass media and a versatile medium of videos can serve the convenience and instructive information for children; on the other hand, it could abet them in implicit image consumption. Now is the time for kids' to be in need of thinking power which enables them to make a choice, applications andcriticism of information within such visual cultures. In spite of these social changes, the realities are that our curriculum still doesn't meet a learner's demand properly. This research, (...)
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  42.  6
    Is Practical Philosophy for Private Profit or Public Good?Patricia Shipley - 2000 - Philosophy in the Contemporary World 7 (4):65-74.
    This paper takes a critical look at the rise of the practice of philosophy in the market place in late modernity. Two main forms of such practice are identified: the practice of Socratic Dialogue in small groups in organisations and one-to-one philosophical counselling of individual 'clients'. The relevance of professionalism for commercialised applied practical philosophy is discussed. Philosophical counsellors in particular may be at risk of engaging with vulnerable individuals who are in need of protection from practitioners who (...)
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  43.  14
    A Justification for Teaching Philosophy In The High School.Maryann Ayim - 1976 - Journal of Pre-College Philosophy 2 (2):20-22.
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  44.  7
    Panpsychic Organicism: Sewall Wright's Philosophy for Understanding Complex Genetic Systems. [REVIEW]David M. Steffes - 2007 - Journal of the History of Biology 40 (2):327 - 361.
    Sewall Wright first encountered the complex systems characteristic of gene combinations while a graduate student at Harvard's Bussey Institute from 1912 to 1915. In Mendelian breeding experiments, Wright observed a hierarchical dependence of the organism's phenotype on dynamic networks of genetic interaction and organization. An animal's physical traits, and thus its autonomy from surrounding environmental constraints, depended greatly on how genes behaved in certain combinations. Wright recognized that while genes are the material determinants of the animal phenotype, operating with great (...)
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  45.  48
    Studies in Philosophy for Children: Harry Stottlemeier's Discovery.Ann Margaret Sharp, Ronald F. Reed & Matthew Lipman (eds.) - 1992 - Temple University Press.
    In this first part, Matthew Lipman offers the reader a glimpse at the thought processes that resulted in Philosophy for Children and, in so doing, ...
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  46. No Philosophy for Swine: John Stuart Mill on the Quality of Pleasures.Michael Hauskeller - 2011 - Utilitas 23 (04):428-446.
    I argue that Mill introduced the distinction between quality and quantity of pleasures in order to fend off the then common charge that utilitarianism is ‘a philosophy for swine’ and to accommodate the (still) widespread intuition that the life of a human is better, in the sense of being intrinsically more valuable, than the life of an animal. I argue that in this he fails because in order to do successfully he would have to show not only that the (...)
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  47.  39
    Philosophy of Information and Foundation for the Future Chinese Philosophy of Science and Technology.Liu Gang - 2007 - Frontiers of Philosophy in China 2 (1):95-114.
    The research programme of the philosophy of information (PI) proposed in 2002 made it an independent area or discipline in philosophical research. The scientific concept of ‘information’ is formally accepted in philosophical inquiry. Hence a new and tool-driven philosophical discipline of PI with its interdisciplinary nature has been established. Philosophy of information is an ‘orientative’ rather than ‘cognitive’ philosophy. When PI is under consideration in the history of Western philosophy, it can be regarded as a shift (...)
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  48.  1
    Feminism and Philosophy for Children.Ann Margaret Sharp - 1994 - Thinking: The Journal of Philosophy for Children 11 (3-4):24-28.
  49. Coffee - Philosophy for Everyone: Grounds for Debate.Fritz Allhoff, Scott F. Parker & Michael W. Austin (eds.) - 2011 - Wiley-Blackwell.
    Offering philosophical insights into the popular morning brew, _Coffee -- Philosophy for Everyone_ kick starts the day with an entertaining but critical discussion of the ethics, aesthetics, metaphysics, and culture of coffee. Matt Lounsbury of pioneering business Stumptown Coffee discusses just how good coffee can be Caffeine-related chapters cover the ethics of the coffee trade, the metaphysics of coffee and the centrality of the coffee house to the public sphere Includes a foreword by Donald Schoenholt, President at Gillies Coffee (...)
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  50. Primary Readings in Philosophy for Understanding Theology.Diogenes Allen & Eric O. Springsted (eds.) - 1992 - Westminster/John Knox Press.
    This new anthology provides primary texts undergirding Diogenes Allen's earlier work, Philosophy for Understanding Theology, making for a valuable theological ...
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