Results for 'R. S. Howe'

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  1.  35
    R. D. Fulk and Christopher M. Cain, A History of Old English Literature. With a Chapter on Saints' Legends by Rachel S. Anderson. (Blackwell Histories of Literature.) Maiden, Mass.; Oxford; and Carhon, Australia: Blackwell, 2005. Paper. Pp. Ix, 346; 10 Black-and-White Plates and 1 Map. $34.95. First Published in 2003. [REVIEW]Nicholas Howe - 2006 - Speculum 81 (1):191-192.
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  2.  8
    Index to The Palace of Minos. By Joan EvansD.Litt., with Special Sections Classified in Detail and Chronologically Arranged, by Sir Arthur EvansD.Litt., F.R.S., F.B.A., Macmillan and Co., 1936. Pp. Vi + 221. 31s. 6d. [REVIEW]M. D. R. - 1937 - Journal of Hellenic Studies 57 (1):84-84.
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  3. GIRONELLA J. R. s.j., "Curso de Cuestiones filosóficas previas al estudio de la Teología".G. R. G. R. - 1964 - Rivista di Filosofia Neo-Scolastica 56:261.
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  4.  41
    Blake's Edition of Xenophon's Hellenica I. II., and Other Selections The Hellenica of Xenophon, Books I. And II., Together with Selections From Lysias C. Eratosthenes and From Aristotle's Constitution of Athens, Edited with Notes by R. W. Blake, A.M. Boston. 1894. [REVIEW]C. S. R. - 1895 - The Classical Review 9 (04):231-.
  5. The Life of Monsieur des Cartes [by A. Baillet] Tr. By S.R.Adrien Baillet & R. S. - 1693
     
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  6.  7
    Sammlung Baurat Schiller. By R. Zahn, 11⅓ × 8¾ Ins. Pp. 136, and 65 Plates. Berlin: Rudolph Lepke's Kunst-Auctions-Haus, 1929. [REVIEW]H. R. - 1929 - Journal of Hellenic Studies 49 (1):136-136.
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  7.  39
    Psychopathology. By J. S. Nicole, M.R.C.P. & S. (London: Bailliere Tindall & Cox. 1930. Pp. Xii + 203. Price 10s. 6d.).G. G. R. - 1931 - Philosophy 6 (22):271-.
  8. Katherine Covell and R. Brian Howe, The Challenge of Children's Rights in Canada Reviewed By.Susan M. Turner - 2003 - Philosophy in Review 23 (2):89-91.
  9.  55
    R. L. Constable, S. F. Allen, H. M. Bromley, W. R. Cleaveland, J. F. Cremer, R. W. Harper, D. J. Howe, T. B. Knoblock, N. P. Mendler, P. Panangaden, J. T. Sasaki, and S. F. Smith. Implementing Mathematics with the Nuprl Proof Development System. Prentice Hall, Englewood Cliffs, N. J., 1986, X + 299 Pp. [REVIEW]Michael J. Beeson - 1990 - Journal of Symbolic Logic 55 (3):1299-1302.
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  10.  50
    Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions.Helen E. Lees - 2012 - Ethics and Education 7 (3):291-302.
    . Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  11.  20
    R-S Learning as a Function of Meaningfulness and Degree of S-R Learning.Eleanore M. Jantz & Benton J. Underwood - 1958 - Journal of Experimental Psychology 56 (2):174.
  12.  16
    Supplementary Report: Effects of Stimulus Association Value and Exposure Duration on R-S Learning.Ned Cassem & Donald H. Kausler - 1962 - Journal of Experimental Psychology 64 (1):94.
  13.  17
    R-S Learning and Negative Transfer Effects with a Mixed List.Donald A. Kausler & George A. Kanoti - 1963 - Journal of Experimental Psychology 65 (2):201.
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  14.  15
    Retroactive Inhibition of R-S Associations.Geoffrey Keppel & Benton J. Underwood - 1962 - Journal of Experimental Psychology 64 (4):400.
  15.  12
    S-R Stimulus Selection and Strength of R-S Association.John P. Houston - 1964 - Journal of Experimental Psychology 68 (6):563.
  16. R.S. Thomas Poet of the Hidden God : Meaning and Mediation in the Poetry of R.S. Thomas.D. Z. Phillips - 1986
     
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  17. R. S. Peters' Normative Conception of Education and Educational Aims.Michael S. Katz - 2009 - Journal of Philosophy of Education 43 (s1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be (...)
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  18.  39
    R.S. Peters and Moral Education, 1: The Justification of Procedural Principles.R. J. Royce - 1983 - Journal of Moral Education 12 (3):174-181.
    Abstract In this article, which is the first of two to examine the ideas of R. S. Peters on moral education, consideration is given to his justificatory arguments found in Ethics and Education. Here he employs presupposition arguments to show to what anyone engaging in moral discourse is committed. The result is a group of procedural principles which are recommended to be employed in moral education. This article is an attempt to examine the presupposition arguments Peters employs, to comment on (...)
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  19.  19
    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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  20.  42
    S-R Compatibility: Spatial Characteristics of Stimulus and Response Codes.Paul M. Fitts & Charles M. Seeger - 1953 - Journal of Experimental Psychology 46 (3):199.
  21.  14
    R. S. Peters and J. H. Newman on the Aims of Education.Jānis T. Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. S.. What is an educational (...)
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  22.  27
    R. S. Peters and J. H. Newman on the Aims of Education.Jānis T. Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ?to travel with a different view? [Peters, R. S. (1967). What is an (...)
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  23.  56
    R.S. Peters' 'The Justification of Education' Revisited.Stefaan E. Cuypers - 2012 - Ethics and Education 7 (1):3 - 17.
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...)
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  24.  82
    Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth.Krassimir Stojanov - 2009 - Philosophy of Education 43 (Supplement s1):161-172.
    The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions and beliefs (...)
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  25. Reason and Virtues: The Paradox of R. S. Peters on Moral Education.Graham Haydon - 2009 - Philosophy of Education 43 (Supplement s1):173-188.
    This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of moral education’—roughly, that a rational (...)
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  26.  41
    S-R Compatibility: Correspondence Among Paired Elements Within Stimulus and Response Codes.Paul M. Fitts & Richard L. Deininger - 1954 - Journal of Experimental Psychology 48 (6):483.
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  27.  41
    R.S. Peters and Jürgen Habermas: Presuppositions of Practical Reason and Educational Justice.Christopher Martin - 2009 - Educational Theory 59 (1):1-15.
    The contribution of philosophical ethics to the development of a just conception of education becomes increasingly complex under modern conditions of democratic pluralism. This is because the justification of moral policies for education faces the skeptical challenge of showing how the substantive moral principles upon which a policy rests do not arbitrarily privilege one culturally situated conception of justice over others. In this essay, Christopher Martin argues that this challenge highlights how any legitimate moral point of view on education requires (...)
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  28.  11
    R. S. Peters' Normative Conception Of Education And Educational Aims.Michael Katz - 2009 - Philosophy of Education 43 (Supplement s1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be used (...)
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  29.  25
    Choice Reaction with Variable S-R Mapping.L. H. Shaffer - 1965 - Journal of Experimental Psychology 70 (3):284.
  30. Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education.Stefaan E. Cuypers & Christopher Martin (eds.) - 2011 - Wiley-Blackwell.
    _Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.
     
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  31.  12
    R. S. Peters: The Reasonableness of Ethics.Felicity Haynes - 2013 - Educational Philosophy and Theory 45 (2):142-152.
    This article will begin by examining the extent to which R. S. Peters merited the charge of analytic philosopher. His background in social psychology allowed him to become more pragmatic and grounded in social conventions and ordinary language than the analytic philosophers associated with empiricism, and his gradual shift from requiring internal consistency to developing a notion of ?reasonableness?, in which reason could be tied to passion, grounded him in an idiosyncratic notion of ethics which included compassion and virtue as (...)
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  32.  30
    John Dewey’s Conception of Education: Finding Common Ground with R. S. Peters and Paulo Freire.Kelvin Beckett - 2018 - Educational Philosophy and Theory 50 (4):380-389.
    John Dewey adopted a child-centered point of view to illuminate aspects of education he believed teacher-centered educators were neglecting, but he did so self-consciously and self-critically, because he also believed that ‘a new order of conceptions leading to new modes of practice’ was needed. Dewey introduced his new conceptions in The Child and the Curriculum and later and more fully in Democracy and Education. Teachers at his Laboratory School in Chicago developed the new modes of practice. In this article, I (...)
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  33.  46
    Reading R. S. Peters on Education Today.Stefaan E. Cuypers & Christopher Martin - 2009 - Journal of Philosophy of Education 43 (s1):3-7.
    This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns.
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  34.  30
    The Basis of Plato's Society: J. R. S. Wilson.J. R. S. Wilson - 1977 - Philosophy 52 (201):313-320.
    At the beginning of Book II of the Republic , Glaucon and Adeimantus ask Socrates to tell them what it is to be just or unjust, and why a man should be the former. Socrates suggests in reply that they consider first what it is for a polis to be just or unjust—a polis is bigger than an individual, he says, so its justice should be more readily visible. Now if we were to view in imagination a polis coming into (...)
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  35.  14
    The Empiricist Account of Dispositions: R.S. Woolhouse.R. S. Woolhouse - 1975 - Royal Institute of Philosophy Supplement 9:184-199.
    Besides the observable properties it exhibits and the actual processes it undergoes, a thing is full of threats and promises. The dispositions or capacities of a thing — its flexibility, its inflammability, its solubility — are no less important to us than its overt behaviour, but they strike us by comparison as rather ethereal. And so we are moved to inquire whether we can bring them down to earth; whether, that is, we can explain disposition terms without any reference to (...)
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  36.  17
    Mixing of Two Types of S-R Associations in a Choice Reaction Time Task.Robert E. Morin & Bert Forrin - 1962 - Journal of Experimental Psychology 64 (2):137.
  37. 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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  38.  21
    Transition Effects in Three-Choice Reaction with Variable s-R Mapping.L. H. Shaffer - 1967 - Journal of Experimental Psychology 73 (1):101.
  39.  31
    John Henry Newman and William Froude, F.R.S.Patrick Sherry - 2011 - Heythrop Journal 52 (3):399-409.
    I discuss John Henry Newman's correspondence with William Froude, F.R.S., (1810–79) and his family. Froude remained an unbeliever, and I argue that Newman's disputes with him about the ethics of belief and the relationship between religion and science not only reveal important aspects of his thought, but also anticipate modern discussions on foundationalism, the ethics of beliefs and scientism.
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  40.  18
    Effects of Stimulus Uncertainty and S-R Compatibility on Speed of Digit Coding.Louis D. Costa, Morton Horwitz & Herbert G. Vaughan Jr - 1966 - Journal of Experimental Psychology 72 (6):895.
  41.  13
    Catalogue of the Greek Coins in the British Museum:—Corinth, Colonies of Corinth, &C. By Barclay V. Head, D.C.L., Ph.D. Edited by R. S. Poole, LL.D. London, 1889. 8vo. [REVIEW]W. W., Barclay V. Head & R. S. Poole - 1889 - Journal of Hellenic Studies 10:287-287.
  42. 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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  43. "Pistis Sophia. A Gnostic Gospel." G. R. S. Mead. [REVIEW]G. R. S. Mead - 1896 - Ancient Philosophy 7:617.
  44. John Dewey Reconsidered Edited by R.S. Peters. --.R. S. Peters - 1977 - Routledge and Kegan Paul.
     
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  45. Lord of the Elves and Eldils Fantasy and Philosophy in C. S. Lewis and J. R. R. Tolkien.Richard L. Purtill - 1974 - Zondervan Pub. House.
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  46. Paĭghambarimizning (S.A.V.) Ḣazrati Aliga (R.A.) Nasiḣatlari: (Matn Va Izoḣ).Imom Shaʺ"roniĭ - 2005 - Movarounnaḣr.
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  47. Rationalism, Humanism, and Democracy: A Commemoration Volume in Honour of Professor R.S. Yadava.R. S. Yadava, V. M. Tarkunde & Krishna Gopal (eds.) - 1985 - Distributors, Anu Books.
     
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  48.  18
    A Note on R− S Lemma.Osamu Sonobe - 1979 - Bulletin of the Section of Logic 8 (1):10-13.
    Rauszer and Sabalski proved in [2] that distributivity with respect to infi- nite joins and meets is a sucient and necessary condition making the RasiowaSikorski Lemma valid in distributive lattices. The main part of their proof is a direct construction of a required filter under distributivity. In this note we show that a generalization of the result can be obtained from the Rasiowa-Sikorski Lemma for Boolean algebras by using Gornemann’s result in [1] instead of a direct con- ¨ struction. Suppose (...)
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  49.  69
    R. A. Fisher, Lancelot Hogben, and the Origin(s) of Genotype-Environment Interaction.James Tabery - 2008 - Journal of the History of Biology 41 (4):717-761.
    This essay examines the origin of genotype-environment interaction, or G×E. "Origin" and not "the origin" because the thesis is that there were actually two distinct concepts of G×E at this beginning: a biometric concept, or \[G \times E_B\], and a developmental concept, or \[G \times E_D \]. R. A. Fisher, one of the founders of population genetics and the creator of the statistical analysis of variance, introduced the biometric concept as he attempted to resolve one of the main problems in (...)
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  50. The Role of Religious and Spiritual Values in Shaping Humanity (A Study of Dr. B.R. Ambedkar’s Religious Philosophy).Desh Raj Sirswal - 2016 - Milestone Education Review 7 (01):6-18.
    Values are an important part of human existence, his society and human relations. All social, economic, political, and religious problems are in one sense is reflection of this special abstraction of human knowledge. We are living in a globalized village and thinking much about values rather than practice of it. If we define religion and spirituality we can say that religion is a set of beliefs and rituals that claim to get a person in a right relationship with God, and (...)
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