Results for 'R. F. Harvanek'

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  1.  1
    From Gentile's "Actualism" to Sciacca's "Idea.". [REVIEW]R. F. Harvanek - 1985 - Review of Metaphysics 38 (3):677-678.
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  2.  16
    From Gentile's "Actualism" to Sciacca's "Idea.". [REVIEW]R. F. Harvanek - 1985 - Review of Metaphysics 38 (3):677-678.
    This is a study of recent Italian philosophy. Specifically it is the study of the philosophy of Michele Federico Sciacca as it developed from an early discipleship to Gentile, to his own synthesis of various currents in European "philosophy of the spirit." He labeled his work the philosophy of integrality.
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  3.  53
    How emotions facilitate and impair self-regulation.R. F. Baumeister, Anne L. Zell, Dianne M. Tice & J. J. Gross - 2007 - In James J. Gross (ed.), Handbook of Emotion Regulation. Guilford Press.
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  4. Education and the development of reason.R. F. Dearden - 1972 - London: Routledge and Kegan Paul. Edited by Paul Heywood Hirst & R. S. Peters.
    pt. 1. A critique of current educational aims.--pt. 2. Reason.--pt. 3. Education and reason.
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  5.  41
    A Short History of Ethics.R. F. Atkinson - 1967 - Philosophical Quarterly 17 (69):372.
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  6.  35
    The Nature of Existence.R. F. Alfred Hoernle, John McTaggart & Ellis McTaggart - 1921 - Philosophical Review 32 (1):79.
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  7. T. vanGelder.R. F. Port - 1995 - In Tim van Gelder & Robert Port (eds.), Mind as Motion: Explorations in the Dynamics of Cognition. MIT Press.
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  8.  92
    Theory and practice in education.R. F. Dearden - 1980 - Journal of Philosophy of Education 14 (1):17–29.
    R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.
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  9.  15
    Education and the Development of Reason.R. F. Dearden, P. H. Hirst & R. S. Peters - 1972 - Mind 83 (329):151-154.
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  10. An Introduction to Plato's Laws.R. F. Stalley - 1985 - Tijdschrift Voor Filosofie 47 (4):681-681.
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  11.  10
    Position and Change: A Study in Law and Logic.R. F. Atkinson - 1979 - Philosophical Quarterly 29 (115):183-185.
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  12. Utilitarianism revised.R. F. Harrod - 1936 - Mind 45 (178):137-156.
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  13.  11
    An Introduction to Plato's Laws.R. F. Stalley - 1983 - Hackett Publishing.
    Reading the Republic without reference to the less familiar Laws can lead to a distorted view of Plato's political theory. In the Republic the philosopher describes his ideal city; in his last and longest work he deals with the more detailed considerations involved in setting up a second-best 'practical utopia.' The relative neglect of the Laws has stemmed largely from the obscurity of its style and the apparent chaos of its organization so that, although good translations now exist, students of (...)
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  14.  12
    Gower and Chaucer on Pain and Suffering: Jephte's Daughter in the Bible, the 'Physician's Tale'and the Confessio Amantis.R. F. Yeager - 2012 - In Esther Cohen (ed.), Knowledge and Pain. Rodopi. pp. 84--43.
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  15.  12
    Piers Plowman and the reinvention of church law in the late middle ages.R. F. Yeager - 2023 - History of European Ideas 49 (2):472-473.
    Arvind Thomas has written a remarkable book. That said, however, it must be quickly added that it is not a book for everyone, not even for all students of medieval literature. It is a very thoughtf...
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  16. Functional stereotactic neurosurgery with magnetic-resonance imaging guidance.R. F. Young - 1988 - Journal of Mind and Behavior 9 (3):263-272.
     
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  17.  18
    Education in Communist China.R. F. Price - 1970 - British Journal of Educational Studies 18 (3):323-324.
  18.  58
    The aesthetic experience.R. F. Racy - 1969 - British Journal of Aesthetics 9 (4):345-352.
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  19. The empiricist theory of memory.R. F. Holland - 1954 - Mind 63 (October):464-86.
  20. Hume on mathematics.R. F. Atkinson - 1960 - Philosophical Quarterly 10 (39):127-137.
    „My sole purpose in this paper is to try and correct what I take to be a common misinterpretation of Hume’s opinions on mathematics. I shall not enquire whether he was right or wrong in holding these opinions. Nor shall I offer opinions of my own.“.
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  21. Piaget's Theory of Knowledge: Genetic Epistemology and Scientific Reason.R. F. KITCHENER - 1985
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  22. Autonomy as an educational ideal.R. F. Dearden - 1975 - In Stuart C. Brown (ed.), Philosophers Discuss Education. Macmillan Press. pp. 3--18.
     
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  23.  59
    What counts as success in genetic counselling?R. F. Chadwick - 1993 - Journal of Medical Ethics 19 (1):43-49.
    The question of what counts as a successful outcome of the process of genetics counselling has recently become central because of the increasing calls for efficiency in health care, and for means of measuring efficiency. Angus Clarke has drawn attention to this trend, and has argued against both a measure in terms of the number of terminations of pregnancy performed as a result of counselling, and an assessment in terms of the contribution of genetics counselling to a national eugenics policy. (...)
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  24.  28
    Plato.R. F. Stalley - 1983 - The Classical Review 33 (02):222-.
  25.  30
    A Commentary to Kant's 'Critique of Pure Reason'.R. F. Alfred Hoernlé - 1919 - Philosophical Review 28 (3):305.
  26. Education in Modern China.R. F. Price & Jan-Ingvar Lofstedt - 1982 - Science and Society 46 (1):109-111.
     
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  27. Plato's doctrine of freedom.R. F. Stalley - 1998 - Proceedings of the Aristotelian Society 98 (2):145–158.
    The idea of freedom plays a key role in Plato's moral and political thought. In the Republic justice is shown to be beneficial because the just man alone is truly free. There are parallels here with modern discussions of freedom. The Laws argues that to be free a city must avoid the extremes of liberty and of authoritarianism. The legislator should rely on persuasion, not force, so that people willingly obey his laws. The underlying idea is that we are free (...)
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  28. Against Empiricism. On Education, Epistemology, and Value.R. F. Holland - 1980 - Philosophy 57 (222):553-555.
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  29. Persuasion and the Tripartite Soul in Plato's Republic.R. F. Stalley - 2007 - Oxford Studies in Ancient Philosophy 32:63-89.
  30.  16
    Education and the development of reason.R. F. Dearden, R. S. Peters & Paul Heywood Hirst - 1972 - Boston,: Routledge and Kegan Paul. Edited by Paul Heywood Hirst & R. S. Peters.
    A critical and constructive discussion of philosophical questions which have particular bearing on the formulation of educational aims.
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  31. The Miraculous.R. F. Holland - 1965 - American Philosophical Quarterly 2 (1):43-51.
    ALTHOUGH THE IDEA OF A VIOLATION OF NATURAL LAW IS NOT NECESSARILY INVOLVED IN THE IDEA OF THE MIRACULOUS, THERE IS "ONE KIND" OF MIRACLE WHICH SEEMS TO INVOLVE IT. HUME’S DISCUSSION OF THE EVIDENCE FOR MIRACLES RELATES TO THIS KIND AND IS INTERPRETABLE AS AN ARGUMENT AGAINST ITS POSSIBILITY. ALSO THERE IS AN ARGUMENT THAT THE EXPRESSION "VIOLATION OF NATURAL LAW" SIGNIFIES A CONFUSION IN WHICH THE IDEAS OF NATURAL LAW AND LEGAL LAW COLLAPSE INTO EACH OTHER. NEITHER OF (...)
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  32. Perception Without Awareness.R. F. Bornstein & T. S. Pittman (eds.) - 1992 - New York: Guilford Press.
     
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  33.  16
    Marx and Education in Late Capitalism.R. F. Price - 1987 - British Journal of Educational Studies 35 (1):77-79.
  34.  8
    An Outline of Genetic Psychology According to the Theory of Inherited Mind.R. F. Rattray - 1931 - Philosophy 6 (23):347-364.
    One of the great difficulties in effecting a synthesis of experience is the contradiction of the apparently mechanical character of the physical universe on the one hand, and the sense of freedom we associate with life on the other. In our own persons, we are told by medical science, or some of it, we are governed by physiological laws which are mechanical, as distinct from vital, in their nature. The best reconciliation of these with freedom, in the writer's opinion, is (...)
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  35. Synthesis.R. F. Rattray - 1954 - Hibbert Journal 53:68.
     
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  36. Will Our Civilisation Survive?R. F. Rattray - 1935 - Hibbert Journal 34:57.
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  37. Moral Philosophy: A Systematic Introduction to Normative Ethics and Meta-Ethics.R. F. Atkinson, Richard T. Garner & Bernard Rosen - 1969 - Philosophical Quarterly 19 (75):181.
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  38.  19
    Linear Läuchli semantics.R. F. Blute & P. J. Scott - 1996 - Annals of Pure and Applied Logic 77 (2):101-142.
    We introduce a linear analogue of Läuchli's semantics for intuitionistic logic. In fact, our result is a strengthening of Läuchli's work to the level of proofs, rather than provability. This is obtained by considering continuous actions of the additive group of integers on a category of topological vector spaces. The semantics, based on functorial polymorphism, consists of dinatural transformations which are equivariant with respect to all such actions. Such dinatural transformations are called uniform. To any sequent in Multiplicative Linear Logic (...)
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  39.  21
    Interest and Discipline in Education.R. F. Dearden & P. S. Wilson - 1973 - British Journal of Educational Studies 21 (2):232.
  40.  63
    Mental health and individual responsibility in Plato's republic.R. F. Stalley - 1981 - Journal of Value Inquiry 15 (2):109-124.
  41. Hume on "is" and "ought": A reply to mr. Macintyre.R. F. Atkinson - 1961 - Philosophical Review 70 (2):231-238.
  42. Memory systems in the brain and the localization of a memory.R. F. Thompson & J. J. Kim - 1996 - Proceedings of the National Academy of Sciences of the United States of America 93 (24):13438-13444.
  43.  5
    Synchronicity: An Acausal Connecting Principle. (From Vol. 8. Of the Collected Works of C. G. Jung).R. F. C. Hull (ed.) - 2010 - Princeton University Press.
    Jung was intrigued from early in his career with coincidences, especially those surprising juxtapositions that scientific rationality could not adequately explain. He discussed these ideas with Albert Einstein before World War I, but first used the term "synchronicity" in a 1930 lecture, in reference to the unusual psychological insights generated from consulting the I Ching. A long correspondence and friendship with the Nobel Prize-winning physicist Wolfgang Pauli stimulated a final, mature statement of Jung's thinking on synchronicity, originally published in 1952 (...)
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  44.  14
    The Foundation and Construction of Ethics.R. F. Atkinson - 1975 - Philosophical Quarterly 25 (99):169-170.
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  45. Training on Ethics'.R. F. Nelson - forthcoming - Conference Board 1990 Business Ethics Conference.
     
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  46.  29
    Theory and Practice in Education.R. F. Dearden - 1980 - Journal of Philosophy of Education 14 (1):17-29.
    R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.
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  47.  7
    VIII*—Plato's Doctrine Of Freedom.R. F. Stalley - 1998 - Proceedings of the Aristotelian Society 98 (1):145-158.
    R. F. Stalley; VIII*—Plato's Doctrine Of Freedom, Proceedings of the Aristotelian Society, Volume 98, Issue 1, 1 June 1998, Pages 145–158, https://doi.org/10.11.
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  48. Hume and Reid on the Nature of Action.R. F. Stalley - 1998 - Reid Studies 1 (2):33-48.
  49.  14
    Intentions, beliefs, and imperative logic.R. F. Stalley - 1972 - Mind 81 (321):18-28.
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  50.  22
    Punishment and the physiology of the Timaeus.R. F. Stalley - 1996 - Classical Quarterly 46 (02):357-.
    It hardly needs to be said that the parallel between mental and physical health plays an important part in Plato's moral philosophy. One of the central claims of the Republicis that justice is to the soul what health is to the body .1 Similar points are made in other dialogues.2 This analogy between health and sickness on the one hand and virtue and vice on the other is closely connected to the so–called Socratic paradoxes. Throughout his life Plato seems to (...)
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