Results for 'Philosophy, English'

991 found
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  1.  6
    Transformation and Education: The Voice of the Learner in Peters' Concept of Teaching.Andrea English - 2011-09-16 - In Stefaan E. Cuypers & Christopher Martin (eds.), Reading R. S. Peters Today. Wiley‐Blackwell. pp. 72–93.
    This chapter contains sections titled: Transformation and the Negativity and Discontinuity in Learning Recognising the other as learner: On Peters' Concept of the Teacher as Educator World as Other: Transformative Encounters with the World as a Challenge to Teacher and Learner Implications for Teaching On the Indispensability of Philosophy of Education for Teacher Education Conclusions Notes References.
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  2.  5
    Literary studies and human flourishing.James F. English & Heather Love (eds.) - 2023 - New York: Oxford University Press.
    Of all humanities disciplines, none is more resistant to the program of positive psychology or more hostile to the prevailing discourse of human flourishing than literary studies. The approach taken in this volume of essays is neither to gloss over that antagonism nor to launch a series of blasts against positive psychology and the happiness industry. Rather, the essays are attempts to reflect on how the kinds of literary research the contributors themselves are doing, the kinds of work to which (...)
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  3.  3
    There Is No Theory of Everything: A Physics Perspective on Emergence.Lars Q. English - 2017 - Cham: Imprint: Springer.
    The main purpose of this book is to introduce a broader audience to emergence by illustrating how discoveries in the physical sciences have informed the ways we think about it. In a nutshell, emergence asserts that non-reductive behavior arises at higher levels of organization and complexity. As physicist Philip Anderson put it, "more is different." Along the text's conversational tour through the terrain of quantum physics, phase transitions, nonlinear and statistical physics, networks and complexity, the author highlights the various philosophical (...)
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  4.  2
    Educational Leaders Without Borders: Rising to Global Challenges to Educate All.Fenwick W. English & Rosemary Papa (eds.) - 2016 - Cham: Imprint: Springer.
    This profound resource extends the concept of education as a human right to propose lasting solutions to educational disparities worldwide. Its multiperspective analysis probes the roots of educational inequities in recent and longstanding economic divisions, cultural domination, and political injustice, framing equal access to meaningful learning as a core aspect of a humane society. Characteristics of Educational Leaders without Borders (ELWB) are defined, and the challenges of their mission are examined in global context, from education of girls in the Middle (...)
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  5. Abortion and the Concept of a Person.Jane English - 1975 - Canadian Journal of Philosophy 5 (2):233 - 243.
    The abortion debate rages on. Yet the two most popular positions seem to be clearly mistaken. Conservatives maintain that a human life begins at conception and that therefore abortion must be wrong because it is murder. But not all killings of humans are murders. Most notably, self defense may justify even the killing of an innocent person.Liberals, on the other hand, are just as mistaken in their argument that since a fetus does not become a person until birth, a woman (...)
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  6.  5
    Discontinuity in Learning: Dewey, Herbart and Education as transformation.Andrea R. English - 2013 - New York: Cambridge University Press.
    In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings (...)
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  7. English summaries 303.English Summaries - 2002 - Revue de Théologie Et de Philosophie 52:302.
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  8. Sex equality in sports.Jane English - 1978 - Philosophy and Public Affairs 7 (3):269-277.
  9. Underdetermination: Craig and Ramsey.Jane English - 1973 - Journal of Philosophy 70 (14):453-462.
  10.  27
    Dialogic Teaching and Moral Learning: Self‐critique, Narrativity, Community and ‘Blind Spots’.Andrea R. English - 2016 - Journal of Philosophy of Education 50 (2):160-176.
    In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...)
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  11.  60
    Toward sport reform: hegemonic masculinity and reconceptualizing competition.Colleen English - 2017 - Journal of the Philosophy of Sport 44 (2):183-198.
    Hegemonic masculinity, a framework where stereotypically masculine traits are over-emphasized, plays a central role in sport, partly due to an excessive focus on winning. This type of masculinity marginalizes those that do not possess specific traits, including many women and men. I argue sport reform focused on mitigating hypercompetitive attitudes can reduce this harmful and marginalizing hegemonic masculinity in sport. I make this argument first by challenging the dichotomous nature of sport, especially in recognizing that all outcomes are a blend (...)
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  12.  10
    Theoretical Concepts.Jane English - 1976 - Philosophical Review 85 (2):231.
  13.  29
    Using art history and philosophy to compare a traditional and a contemporary form of african moral thought.Parker English & Nancy Steele Hamme - 1996 - Journal of Social Philosophy 27 (2):204-233.
  14.  14
    Wittgenstein on string figures as mathematics: A modern ethnological approach to the limits of empiricism.Andrew English - 2022 - Philosophical Investigations 46 (2):135-163.
    Wittgenstein’s ‘ethnological approach’ to the philosophy of mathematics, in particular his discussion of calculation as an experiment and the limits of empiricism in mathematics, is presented against three interrelated backdrops: (1) James’ critique of Spencer’s evolutionary empiricism, specifically regarding necessary truths; (2) the Cambridge Anthropological Expedition to Torres Straits, led by Haddon and Rivers, whose Reports implicitly confuted Spencer; and (3) the subsequent work of Malinowski, especially his supplement to Ogden and Richards’ The Meaning of Meaning, a book sent to (...)
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  15.  59
    Transformation and Education: The Voice of the Learner in Peters' Concept of Teaching.Andrea English - 2009 - Journal of Philosophy of Education 43 (supplement s1):75-95.
    On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the teacher to (...)
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  16. A Conversation Unrealized, or Unrealizable? Davis on Oakeshott and the Future of Philosophy of Education.Andrea English - 2009 - Philosophy of Education 65:400-402.
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  17.  5
    The possibility of Christian philosophy: Maurice Blondel at the intersection of theology and philosophy.Adam C. English - 2007 - New York: Routledge.
    From philosophy to theology -- Structure -- Mystery -- Power.
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  18.  75
    Partial interpretation and meaning change.Jane English - 1978 - Journal of Philosophy 75 (2):57-76.
  19.  23
    Philosophy of sport: critical concepts in sports studies.Colleen English - 2016 - Sport, Ethics and Philosophy 10 (2):204-208.
  20.  52
    Moral obligations of patients: A clinical view.Dan C. English - 2005 - Journal of Medicine and Philosophy 30 (2):139 – 152.
    After a unilateral focus on medical professional obligations to patients in most of the 20th century, there is a growing, if modest, interest in patient responsibility. This article critiques some public assertions, explores the ethics literature, and attempts to find some consensus and moral grounds for positions taken on the question, "Does a patient have moral obligations in the process of interactions with medical and other professional caregivers?" There is widespread agreement on a few responsibilities, such as "truth telling" and (...)
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  21.  52
    Critical listening and the dialogic aspect of moral education: J.f. Herbart's concept of the teacher as moral guide.Andrea English - 2011 - Educational Theory 61 (2):171-189.
    In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of (...)
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  22.  53
    Affirmative Action and Philosophy Instruction.Parker English - 1992 - Teaching Philosophy 15 (4):311-327.
  23.  45
    Is Feminism Philosophy?Jane English - 1980 - Teaching Philosophy 3 (4):397-403.
  24.  30
    Ethics and Science.Jane English - 1983 - der 16. Weltkongress Für Philosophie 2:466-473.
    An emerging view of science rejects an infallible observational given and takes consensus as the starting point for confirmation. Theory and Observation are seen as mutually correcting. I argue that the same is true of ethics, such as Rawls' "reflective equilibrium." Though epistemologically similar, their truth conditions may differ. Ethics may be reducible to physics; but even if it is not, that does not imply that it has no truth conditions. The options for truth in ethics are the same as (...)
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  25. Morality, Art, and African Philosophy: A Response to Wiredu.Parker English & Nancy Steele Hamme - forthcoming - African Philosophy: Selected Readings Englewood Cliffs. Nj: Prentice Hall.
  26.  10
    Sex Equality.Feminism and Philosophy.Jane English, Mary Vetterling-Braggin & Frederick Elliston - 1981 - Noûs 15 (1):95-101.
  27.  37
    Elite Women Athletes and Feminist Narrative in Sport.Colleen English - 2020 - Sport, Ethics and Philosophy 14 (4):537-550.
    A number of sport philosophers have noted the potential of sport as meaningful narrative and storytelling. While these arguments are convincing, they fail to acknowledge that not all athletes exper...
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  28.  6
    What We Say, Who We Are: Leopold Senghor, Zora Neale Hurston, and the Philosophy of Language.Parker English - 2009 - Lexington Books.
    In What We Say, Who We Are, Parker English explores the commonality between Leopold Senghor's concept of "negritude" and Zora Neale Hurston's view of "Negro expression." For English, these two concepts emphasize that a person's view of herself is above all dictated by the way in which she talks about herself. Focusing on "performism," English discusses the presentational/representational and externalistic/internalistic facets of this concept and how they relate to the ideas of Senghor and Hurston.
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  29.  15
    The Profession of Eighteenth-Century Literature: Reflections on an Institution (review).English Showalter - 1993 - Philosophy and Literature 17 (2):374-375.
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  30.  15
    Nigerian ethnophilosophy, unitary experience, and economic development.Parker English - 1991 - Journal of Social Philosophy 22 (1):102-124.
  31.  24
    Preferential hiring and just war theory.Parker English - 1994 - Journal of Social Philosophy 25 (2):119-138.
  32.  14
    Stefano Bacin and Oliver Sensen (eds.), The Emergence of Autonomy in Kant’s Moral Philosophy.Robert Colin English - 2022 - Journal of Moral Philosophy 19 (3):319-322.
  33. Sur les trois inversions de sens de l'intentionnalité dans la dernière philosophie de Husserl.Jacques English - 2006 - Kairos (Université de Toulouse-Le Mirail. Faculté de philosophie) 27:35-58.
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  34.  7
    Listening as a Teacher: Educative Listening, Interruptions and Reflective Practice.Andrea English - 2009 - Paideusis: Journal of the Canadian Philosophy of Education Society 18 (1):69-79.
    In this inquiry, I ask what is distinctive about listening as a teacher. I develop the meaning of educative listening as a mode of listening to interruptions in a way that promotes students’ thinking and learning. Interruptions in a teacher’s listening are defined as any unexpected response from a student to the material presented — for example, a challenging viewpoint, a difficult question, or a confusing reply — that opens up possibilities for cultivating learning. To begin, I draw upon Dewey (...)
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  35.  14
    John Dewey's Democracy and Education: A Centennial Handbook.Leonard J. Waks & Andrea English (eds.) - 2017 - New York, NY: Cambridge University Press.
    John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know (...)
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  36. Improving Academic Writing.Parker English - 1997 - Teaching Philosophy 20.
     
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  37.  21
    Perception, Common Sense, and Science. [REVIEW]Jane English - 1977 - Philosophical Review 86 (3):429.
  38.  8
    Bribery and the United States Foreign Corrupt Practices Act.Parker English - 1989 - International Journal of Applied Philosophy 4 (4):13-23.
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  39.  37
    Bribery and the United States Foreign Corrupt Practices Act.Parker English - 1989 - International Journal of Applied Philosophy 4 (4):13-23.
  40.  21
    In Defense of Applied Ethics Courses.Parker English - 1988 - International Journal of Applied Philosophy 4 (2):43-49.
  41.  7
    In Defense of Applied Ethics Courses.Parker English - 1988 - International Journal of Applied Philosophy 4 (2):43-49.
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  42.  27
    Leo Tolstoy.Sean English - 2005 - The Acorn 13 (1):27-33.
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  43.  11
    Leo Tolstoy.Sean English - 2005 - The Acorn 13 (1):27-33.
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  44.  84
    Naïve psychological realism vs. critical realism.Horace B. English - 1926 - Journal of Philosophy 23 (25):682-685.
    Psychology does not get rid of its problems by taking experience at its face value, for it is the province of psychology to study problems arising when experience is taken at its face value. Only in actual lived experience is concrete reality to be found in its fullest sense. All reality which is experience includes attributes both spatial and temporal. Objects cannot b7 considered in the first place apart from such attributes. Physical objects are perceived as parts of a total (...)
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  45.  37
    Pourquoi et comment Husserl en est venu à critiquer Brentano.Jacques English - 1998 - Études Phénoménologiques 14 (27-28):51-88.
  46.  2
    Sur l'intentionnalité et ses modes.Jacques English - 2006 - Paris: Presses universitaires de France.
    Pour se repérer dans l'immense labyrinthe que forme l'œuvre de Husserl, telle qu'elle nous est enfin devenue accessible aujourd'hui grâce aux publications des Archives de Louvain, il faut y prendre pour fil d'Ariane la décomposition du versant subjectif de l'intentionnalité en ses trois modes : son mode perceptif, son mode imaginaire et son mode signitif, en la situant à l'arrière de celle de son versant objectif en un a priori synthétique matériel et un a priori analytique formel. Il s'agit bien (...)
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  47.  32
    Le nombre chez Kant et chez Husserl.Jacques English - 2004 - Revue de Métaphysique et de Morale 4 (4):551-579.
    Si le nombre permet de comparer d’une manière qui est pleinement significative les philosophies transcendantales de Kant et de Husserl, c’est parce qu’il peut faire apparaître à la fois ce qu’elles ont eu en commun dans le relevé des emplacements qu’elles ont attribués aux différents facteurs constitutifs de la subjectivité transcendantale et ce qui les a fait néanmoins diverger l’une de l’autre dans l’établissement du réseau des affinités où elles ont dû aussi les faire entrer en deçà comme au-delà de (...)
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  48. Structure, Mystery, Power: The Christian Ontology of Maurice Blondel.Adam C. English - 2003 - Dissertation, Baylor University
    Between 1934 and 1937 Maurice Blondel, the French Roman Catholic philosopher best known for his 1893 work, Action, published a trilogy of writings. Out of these writings came a theological ontology of tremendous force, creativity, and coherence. The purpose of the present dissertation is to reassess the viability of Blondel's ontology for contemporary theology. The retrieval begins with John Milbank's 1990 investigation of Blondel's early philosophy. While Milbank focuses on the strengths of Blondel, he also highlights some critical weaknesses. The (...)
     
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  49.  19
    Many Voices.Michael I. English - 1930 - Modern Schoolman 6 (4):73-73.
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  50.  1
    Many Voices (part 2).Michael I. English - 1930 - Modern Schoolman 6 (4):76-76.
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