Results for 'Philosophy, New Zealand'

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  1.  27
    The New Zealand Curriculum's approach to technological literacy through the lens of the philosophy of technology.M. M. Ghaemi Nia & M. J. de Vries - 2016 - Australasian Journal of Technology Education 3.
    New Zealand’s curriculum, in terms of its approach to technological literacy, attempts to deliver a sound, philosophy-­based understanding of the nature of technology. The curriculum’s main authors claim that it conforms well to Mitcham’s (2014) categorization of different aspects of technology’s nature. Nevertheless, taking advantage of the existing literature of the philosophy of technology, this paper will reveal that the intended urriculum, though an admirable approach, still has a number of points needing improvement, and there are also certain gaps (...)
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  2. Form and content: the role of discourse in mental disorder.Gillett - New Zealand - 2003 - In Bill Fulford, Katherine Morris, John Z. Sadler & Giovanni Stanghellini (eds.), Nature and Narrative: An Introduction to the New Philosophy of Psychiatry. New York: Oxford University Press.
     
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  3.  34
    A Companion to Philosophy in Australia and New Zealand.Graham Oppy & Nick Trakakis (eds.) - 2010 - Clayton, Vic.: Monash University Publishing.
    Companion to philosophy in Australia and New Zealand. (Revised edition.) Covers: department, people, institutions, and topics that have been prominent in philosophical work in Australia and New Zealand.
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  4.  32
    Are new zealand business students more unethical than non-business students?Alan Tse & Alan Au - 1997 - Journal of Business Ethics 16 (4):445-450.
    Using undergraduate students from the Waikato University in New Zealand as a sample, this study compared the ethical positions of students of different field of study and demographic characteristics. It was found that the ethical standard of business students are not significantly different from that of non-business students. The findings also suggest that female students are more ethical than male students, and senior students are more ethical than junior students.Besides sex and year of study, other variables studied were parents' (...)
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  5. Getting the Wrong Anderson? A Short and Opinionated History of New Zealand Philosophy.Charles Pigden - 2011 - In Graham Robert Oppy & Nick Trakakis (eds.), The Antipodean philosopher. Lanham, Md.: Lexington Books. pp. 169-195.
    Is the history of philosophy primarily a contribution to PHILOSOPHY or primarily a contribution to HISTORY? This paper is primarily contribution to history (specifically the history of New Zealand) but although the history of philosophy has been big in New Zealand, most NZ philosophers with a historical bent are primarily interested in the history of philosophy as a contribution to philosophy. My essay focuses on two questions: 1) How did New Zealand philosophy get to be so good? (...)
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  6.  26
    A companion to philosophy in Australia & New Zealand.Graham Robert Oppy, Nick Trakakis, Lynda Burns, Steven Gardner & Fiona Leigh (eds.) - 2011 - Clayton, Victoria, Australia: Monash University Publishing.
    This work is a companion to philosophy in Australia and New Zealand. It contains over two hundred entries on: Australasian philosophy departments; notable Australasian philosophers; significant events in the history of Australasian philosophy; and areas to which Australasian philosophers have made notable contributions.
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  7.  50
    Justice, Ethics, and New Zealand Society.Graham Oddie & Roy W. Perrett (eds.) - 1992 - Oxford University Press.
    What is sovereignty? Was it ceded to the Crown in the Treaty of Waitangi? If land was unjustly confiscated over a century ago, should it be returned? Is an ecosystem valuable in itself, or only because of its value to people? Does a property right entail a right to destroy? Can collectives (such as tribes) bear moral responsibility? Do they have moral rights? If so, what are the implications for the justice system? These questions are essentially philosophical, yet all thoughtful (...)
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  8.  10
    A Companion to Philosophy in Australia and New Zealand.Graham Trakakis, N. N., Oppy (ed.) - 2010 - Clayton, Vic.: Monash University Publishing.
    "Philosophy in Australia and New Zealand has been experiencing, for some time now, something of a 'golden age'. This is not to overlook, however, the rich philosophical past of Australasia, which - although heavily indebted to overseas trends - has managed to produce much distinctive and highly original work. These developments in the recent and distant past only serve to highlight the importance of documenting Australasia's great contribution to philosophy ... The Companion contains a wide range of encyclopaedia-like entries (...)
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  9.  18
    History of Philosophy in Australia and New Zealand.Graham Oppy & Nick Trakakis (eds.) - 2014 - Dordrecht: Springer.
    This two volume works provides a comprehensive history of philosophy in Australia and New Zealand. Volume one provides a chronological history, with one chapter devoted to the early years in which idealism dominated Australasian philosophy, and then chapters that cover each of the decades from the second world war. Volume two provides a thematic history, with treatment of most of the major areas to which Australasian philosophers have made significant contributions.
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  10. New Zealand Scientists in Action: The Radio Development Laboratory and the Pacific War.Ross Galbreath - 2000 - Boston Studies in the Philosophy of Science 207:211-230.
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  11.  21
    Ethnic Classification in the New Zealand Health Care System.Elizabeth Rata & Carlos Zubaran - 2016 - Journal of Medicine and Philosophy 41 (2):192-209.
    The ethnic or “racial” classification of Maori and non-Maori is a pivotal feature of New Zealand’s health system and affects government policy and professional practice within the context of Treaty of Waitangi “partnership” politics. Although intended to empower Maori, ethnic categorization can have unintended and negative consequences by ignoring the causality of material forces in social phenomena. The authors begin by showing how the use of ethnic categories in health policy is justified by the Treaty of Waitangi partnership policies. (...)
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  12.  2
    Sociologies of New Zealand.Charles Crothers - 2018 - Cham: Springer Verlag.
    This book provides the first comprehensive analysis of the various sociologies of New Zealand from the late 19th century to the present day. Opening with previously undocumented insights into the history of proto-sociology in New Zealand, the book then explores the parallel stories of the discipline both as a mainstream subject in Sociology departments and as a more diffuse ‘sociology’ within other university units.The rise and fall of departments, specialties and research networks is plotted and the ways in (...)
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  13.  33
    Queer in Aotearoa New Zealand.Lynne Alice & Lynne Star (eds.) - 2004 - Palmerston North, N.Z.: Dunmore Press.
    Much has changed since the beginnings of the gay liberation movement and the feminist movement in the 1970s in Aotearoa/New Zealand. Yet, to a degree, the invisibility of gay male, lesbian and transsexual lifestyles as well as individual struggles for rights and recognition remains. The diverse contributions in this book discuss how the reframing of ‘queer’ as a proud, border-crossing identity challenges conventional views of gay, lesbian, transsexual and heterosexual identities. At the heart of queer politics and theory lies (...)
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  14.  48
    Child Poverty in New Zealand: Why it matters and how it can be reduced.Jonathan Boston - 2014 - Educational Philosophy and Theory 46 (9):962-988.
    A combination of policy changes and wider socio-economic trends led to a dramatic increase in child poverty in New Zealand during the late 1980s and early 1990s. Higher rates of child poverty have now become embedded in the system and show little sign of resolving themselves. For a country which once took pride in being comparatively egalitarian and, more particularly, a great place to bring up children, the tolerance of much greater child poverty is surprising. It is also concerning. (...)
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  15. Offering Philosophy to Secondary School Students in Aotearoa New Zealand.Nicholas Parkin - 2022 - New Zealand Journal of Educational Studies 57 (1).
    This paper makes a case for why philosophy would be beneficial if promoted among the subjects offered to secondary students in Aotearoa New Zealand. Philosophical inquiry in the form of Philosophy for Children (P4C) has made some inroads at the primary level, but currently very few students are offered philosophy as a subject at the secondary level. Philosophy is suited to be offered as a standalone subject and incorporated into the National Certificates of Educational Achievement (NCEA) system. Philosophy has (...)
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  16.  66
    Charting just futures for Aotearoa New Zealand: philosophy for and beyond the Covid-19 pandemic.Tim Mulgan, Sophia Enright, Marco Grix, Ushana Jayasuriya, Tēvita O. Ka‘ili, Adriana M. Lear, 'Aisea N. Matthew Māhina, 'Ōkusitino Māhina, John Matthewson, Andrew Moore, Emily C. Parke, Vanessa Schouten & Krushil Watene - forthcoming - Journal of the Royal Society of New Zealand.
    The global pandemic needs to mark a turning point for the peoples of Aotearoa New Zealand. How can we make sure that our culturally diverse nation charts an equitable and sustainable path through and beyond this new world? In a less affluent future, how can we ensure that all New Zealanders have fair access to opportunities? One challenge is to preserve the sense of common purpose so critical to protecting each other in the face of Covid-19. How can we (...)
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  17.  17
    Addressing Child Maltreatment in New Zealand: Is Poverty Reduction Enough?Tim Dare, Rhema Vaithianathan & Irene De Haan - 2014 - Educational Philosophy and Theory 46 (9):989-994.
    Jonathan Boston provides an insightful analysis of the emergence and persistence of child poverty in New Zealand. His remarks on why child poverty matters are brief but, as he reports, “[t]here is a large and robust body of research on the harmful consequences of child poverty”. One cost he does not explicitly mention is the increased risk of maltreatment faced by children living in poverty. Given the clear correlation between risk of abuse and poverty, Boston’s recommendations might be expected (...)
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  18.  25
    Truth-myths of New Zealand.Georgina Tuari Stewart - 2023 - Asian Journal of Philosophy 2 (1):1-16.
    This article probes the gap between different cultural perspectives in contemporary Aotearoa New Zealand, a nation-state founded on a bicultural encounter between indigenous Māori and settler British. One source of misunderstandings is a set of distorted versions of historical and social reality that have been promulgated through schooling and national media. These distortions of truth take the form of certain dubious, denigratory ideas about Māori, accepted as commonsense truth by Pākehā (European New Zealanders) to bolster their feelings of security (...)
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  19.  17
    Restorative Practice in New Zealand Schools: Social development through relational justice.Wendy Drewery - 2016 - Educational Philosophy and Theory 48 (2):191-203.
    This article proposes that restorative justice practices, as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour (...)
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  20.  11
    Thank God for the New Zealand Anti-Terrorist Squad.Matthew Alexander Flannagan - 2016 - Philosophia Christi 18 (1):129-135.
    On November 14, 1990, David Gray’s twenty-two hour shooting spree ended when the New Zealand Anti-Terrorist Squad shot Gray dead. In this paper I argue that Christians should support the existence of state agencies like the ATS who are authorized to use lethal force. Alongside the duty we as Christians have to love our neighbors, live at peace with others and to not repay evil for evil, God has authorized the government to use force when necessary to uphold a (...)
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  21.  29
    From both sides of the indigenous-settler hyphen in Aotearoa New Zealand.Georgina Stewart - 2018 - Educational Philosophy and Theory 50 (8):767-775.
    Iho/abstractThe idea of the ‘intercultural hyphen’ is likened to a gap or bridge between ethnic groups, created from the ongoing intertwining of sociopolitical and intellectual histories. This ‘gap or bridge’ wording captures the paradoxical nature of the intercultural space, for which the ‘hyphen’ is a shorthand symbol or sign. There are options on either side to engage or disengage across the intercultural space represented by the hyphen—but how, and with what results? In Aotearoa New Zealand, tensions invoked by the (...)
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  22.  44
    New Zealand Poems. [REVIEW]Jessica Powers - 1940 - Thought: Fordham University Quarterly 15 (4):737-738.
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  23.  28
    A New Patriotism? Neoliberalism, citizenship and tertiary education in New Zealand.Peter Roberts - 2009 - Educational Philosophy and Theory 41 (4):410-423.
    This paper argues that a new patriotism has emerged in New Zealand over recent years. This has been promoted in tandem with the notion of advancing New Zealand as a knowledge economy and society. The new patriotism encourages New Zealanders to accept, indeed embrace, a single, shared vision of the future: one structured by a neoliberal ontology and the demands of global capitalism. This constructs a narrow view of citizenship and reduces the possibility of economic and social alternatives (...)
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  24. New Zealand AAP Conference.Elizabeth Gross, Mary McCloskey & Brenda Judge - 1984 - Australasian Journal of Philosophy 62 (1).
     
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  25.  27
    Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand.Leon Benade - 2014 - Educational Philosophy and Theory 46 (11):1243-1257.
    The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of philosophy in school curricula to meet these policy objectives. This article tests (...)
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  26.  40
    Indigenous peoples tribal self government: Legal history and public policy manifestations in canada, new zealand and the united states.Michael Lane - unknown
    Contemporary notions of what constitutes tribal self government for Indigenous Peoples in the legal systems of the nation-states Canada, New Zealand and the United States of America have their origins in philosophies and theories developed by European nation-states generally, in relation to their colonial expansion into what is now called the Americas. This thesis examines the nature of these theories, and how they have formed the basis for legal precedent and public policy in the three nation-states. A representative analysis (...)
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  27.  5
    What I believe: the personal philosophies of twenty-two New Zealanders.Allan Thomson (ed.) - 1993 - Wellington, N.Z.: GP Publications.
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  28.  32
    Te heahea me ngā toi, te hikohiko: Productive Idiocy, mātauranga Māori and Art-activism Strategies in Aotearoa/New Zealand.Mark Harvey - 2023 - Journal of Aesthetics and Art Criticism 81 (2):228-238.
    This article explores what it can mean to navigate notions of productive idiocy with aspects of mātauranga Māori (Māori knowledge), through some recent art-as-activism practices of the author, Aotearoa/New Zealand artist Mark Harvey. The works explicated include Waitākere Drag and Auau in the Te Wao Nui ā Tiriwa forest ranges and Productive Promises, which was part of TEZA (Trans Economic Zone of Aotearoa) in Ōtautahi/Christchurch. Avital Ronell’s Nietzschean-influenced perspectives on idiocy are drawn from in relation to Western and Māori (...)
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  29.  42
    Introduction to the special issue: Comparative and asian philosophy in australia and new zealand.Purushottama Bilimoria - 1995 - Philosophy East and West 45 (2):151-169.
  30.  62
    A Probe into the Internationalisation of Higher Education in the New Zealand Context.Xiaoping Jiang - 2010 - Educational Philosophy and Theory 42 (8):881-897.
    This paper presents a model of practice for analysing the internationalisation of higher education, and for better providing teaching service and support to both the internal and external other. It is derived from the theoretical analysis of the rationales, concepts and developments of the internationalisation of higher education, and from a New Zealand case study that exemplifies the current trend in the internationalisation of higher education—a shift from aid to trade. In the paper, the author examines the impacts of (...)
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  31.  43
    Business ethics in new zealand organisations: Views from the middle and lower level managers. [REVIEW]Kazi Fioz Alam - 1999 - Journal of Business Ethics 22 (2):145 - 153.
    This study is carried out to assess the state of business ethics in New Zealand organisations from the point view of middle and lower level managers. The survey results clearly indicate that companies in New Zealand give low priorities to ethics with other values in the corporate culture. A significant number of respondents also believe that pressures from the top to achieve results and the organisational climate and ruthless competition help create an unethical environment. A greater emphasis on (...)
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  32.  3
    Children in Crisis: The New Zealand case.Michael A. Peters - 2013 - Educational Philosophy and Theory 45 (1):1-5.
  33.  46
    Business ethics in australia and new zealand.John Milton-Smith - 1997 - Journal of Business Ethics 16 (14):1485-1497.
    The scandals of the 1980s, extending into the 1990s, came as a profound shock to Australians and New Zealanders. Both countries have prided themselves – somewhat smugly and naively – on being open, fair and honest societies. So it was very disillusioning to see both corruption and gross dereliction of duty exposed in virtually every sphere of public life. Perhaps the most positive outcome, however, amidst an almost daily diet of amazing revelations, has been the ability of the system – (...)
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  34.  3
    From Patronage to Profiteering? New Zealand's educational relationship with the small states of Oceania.Eve Coxon - 2002 - Educational Philosophy and Theory 34 (1):57-75.
  35.  32
    Terrorism, trauma, tolerance: Bearing witness to white supremacist attack on Muslims in Christchurch, New Zealand.Tina Besley & Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (2):109-119.
    Kia kaha Aotearoa, be strong New ZealandTo bear witness to the aftermath of a terrorist atrocity as a national outpouring of grief and a memorialising of those who have passed away is a very touchi...
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  36.  12
    Reading Darwin during the New Zealand wars: Science, religion, politics and race, 1835–1900.John Stenhouse - 2022 - Studies in History and Philosophy of Science Part A 96 (C):87-99.
  37.  7
    Democratic education in superdiverse schools in Aotearoa New Zealand.Bronwyn E. Wood - forthcoming - Educational Philosophy and Theory.
    One of the greatest challenges facing democracies is how to live together with difference. The growth of globalisation and international migration has presented schools with increased opportunities and challenges related to learning from and living with superdiversity. Yet within current policy settings and educational practices, the alignment between superdiversity and democratic education is not explicitly foregrounded. In this paper I examine how teachers (n = 24) from four superdiverse secondary schools in Aotearoa New Zealand’s responded to growing cultural, linguistic (...)
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  38.  4
    Counting the Currency of Knowledge: New Zealand’s Performance-Based Research Fund.Grant Duncan - 2008 - In Ian Morley & Mira Crouch (eds.), Knowledge as value: illumination through critical prisms. New York, NY: Rodopi. pp. 23-42.
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  39. A Dworkinian right to privacy in New Zealand.Mark Bennett & Petra Butler - 2018 - In Salman Khurshid, Lokendra Malik & Veronica Rodriguez-Blanco (eds.), Dignity in the legal and political philosophy of Ronald Dworkin. New Delhi, India: Oxford University Press.
     
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  40.  12
    Art-at-Work: Moving beyond, with the histories of education and art in Aotearoa New Zealand.Victoria O’Sullivan & Janita Craw - 2016 - Educational Philosophy and Theory 48 (7):711-728.
    This article reports on Art-at-Work, a twenty-four-hour exhibition that took place on Auckland University of Technology’s North Shore campus on 17 July 2013. The passing away of progressive educator Elwyn S. Richardson was the catalyst for this project that emerged simultaneously alongside the Elwyn S. Richardson symposium, Revisiting the early world. Researching the history of progressive education, and its relationship to art, in Aotearoa/new Zealand created an opportunity to enact a relational curatorial approach to art-centred research in education. Artworks, (...)
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  41.  14
    Philip P. Hanson, ed.: Environmental Ethics: Philosophy and Policy Perspectives, and John Howell, ed.: Environment and Ethics - A New Zealand Contribution. [REVIEW]John N. Martin - 1988 - Environmental Ethics 10 (4):357-362.
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  42.  34
    Ethical judgments across cultures: A comparison between business students from malaysia and new zealand[REVIEW]Jenny Goodwin & David Goodwin - 1999 - Journal of Business Ethics 18 (3):267 - 281.
    This study compares the attitudes to ethical dilemmas of first year business students in Malaysia and New Zealand by using a series of scenarios or vignettes. Between subject manipulations were made to the scenarios given, based on expected cultural differences suggested in the literature. In particular, Hofstede's (1980, 1983 and 1991) work was used as a framework to identify dimensions based on differences in national culture. The results indicated some differences in responses based on both nationality and ethnic origin. (...)
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  43.  8
    Adrift in a sea of rights: a report prepared for the New Zealand Education Development Foundation.Rex J. Ahdar - 2001 - Christchurch, N.Z.: New Zealand Education Development Foundation.
  44. Theses on Kant. Accepted by Universities in Australia and New Zealand, 1918-1987.G. U. Gabel - 1990 - Société Française de Philosophie, Bulletin 81 (4):516.
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  45.  11
    The entrance examination policy of the university of New Zealand.W. Anderson - 1938 - Australasian Journal of Psychology and Philosophy 16 (2):143-172.
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  46.  22
    Children in Crisis: Child Poverty and Abuse in New Zealand.Michael A. Peters & Tina Besley - 2014 - Educational Philosophy and Theory 46 (9):945-961.
  47.  31
    Environmental Education, Neo‐liberalism and Globalisation: the ‘New Zealand experiment’.Michael Peters - 2001 - Educational Philosophy and Theory 33 (2):203–216.
    Remove the world around the struggles, keep only conflicts and debates, dense with men, purified of things, you will have the theatrical stage, most narratives and philosophies, all of the social sciences: the interesting spectacle we refer to as ‘cultural’.Whoever says where the master and the slave are struggling? Our culture cannot stand the world.
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  48.  21
    The Environmental Views of John Locke and the Maori People of New Zealand.Stephen J. Duffin - 2004 - Environmental Ethics 26 (4):381-401.
    In recent years, the trend in environmental ethics has been to criticize the traditional Western anthropocentric attitude toward nature. Many environmentalists have looked toward some of the views held by indigenous peoples in various parts of the world and argue that important ecological lessons can be learned by studying their beliefs and attitudes toward nature. The traditional Western viewpoint has been labeled as a form of shallow environmentalism, allowing few rights for anything other than human life. In contrast, indigenous peoples (...)
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  49.  9
    Environmental Education, Neo‐liberalism and Globalisation: the ‘New Zealand experiment’.Michael Peters - 2001 - Educational Philosophy and Theory 33 (2):203-216.
    Remove the world around the struggles, keep only conflicts and debates, dense with men, purified of things, you will have the theatrical stage, most narratives and philosophies, all of the social sciences: the interesting spectacle we refer to as ‘cultural’.Whoever says where the master and the slave are struggling? Our culture cannot stand the world..
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  50.  7
    ‘A better day dawned for biology’: T. J. Parker, New Zealand Huxleyite.Rosi Crane - 2022 - Studies in History and Philosophy of Science Part A 91 (C):262-269.
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