Results for 'R. S. Tragesser'

1000+ found
Order:
  1. 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.
    No categories
    Translate
     
     
    Export citation  
     
    My bibliography  
  2.  16
    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-.
  3. The Life of Monsieur des Cartes [by A. Baillet] Tr. By S.R.Adrien Baillet & R. S. - 1693
     
    Export citation  
     
    My bibliography  
  4.  4
    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-.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  5.  18
    Review of R. S. Tragesser, Husserl and Realism in Logic and Mathematics[REVIEW]John J. Drummond - 1985 - Review of Metaphysics 38 (4):913-916.
    Direct download  
     
    Export citation  
     
    My bibliography  
  6.  9
    Review of R. S. Tragesser, Husserl and Realism in Logic and Mathematics[REVIEW]Dermot Moran - 1987 - Philosophical Studies 31:361-365.
  7. R. S. TRAGESSER "Husserl and Realism in Logic and Mathematics". [REVIEW]J. N. Mohanty - 1985 - History and Philosophy of Logic 6 (2):230.
     
    Export citation  
     
    My bibliography  
  8. R.S. Tragesser, "Husserl and Realism in Logic and Mathematics". [REVIEW]D. Willard - 1988 - Husserl Studies 5 (1):69.
  9.  2
    Zucker J. I.. The Adequacy Problem for Classical Logic. Journal of Philosophical Logic, Vol. 7 , Pp. 517–535.Zucker J. I. And Tragesser R. S.. The Adequacy Problem for Inferential Logic. Journal of Philosophical Logic, Pp. 501–516.Prawitz Dag. Proofs and the Meaning and Completeness of the Logical Constants. Essays on Mathematical and Philosophical Logic, Proceedings of the Fourth Scandinavian Logic Symposium and of the First Soviet-Finnish Logic Conference, Jyväskyla, Finland, June 29-July 6,1976, Edited by Hintikka Jaakko, Niiniluoto Ilkka, and Saarinen Esa, Synthese Library, Vol. 122, D. Reidel Publishing Company, Dordrecht, Boston, and London, 1979, Pp. 25–40.Prawitz Dag. Meaning and Proofs: On the Conflict Between Classical and Intuitionistic Logic. Theoria, Vol. 43 , Pp. 2–40.Dummett M. A. E.. The Justification of Deduction. Proceedings of the British Academy, Vol. 59 , Pp. 201–232.Dummett Michael. The Philosophical Basis of Intuitionistic Logic. Logic Colloquium '73, Proceedings. [REVIEW]Richard E. Grandy - 1982 - Journal of Symbolic Logic 47 (3):689-694.
  10.  24
    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.
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  11.  7
    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.  6
    Retroactive Inhibition of R-S Associations.Geoffrey Keppel & Benton J. Underwood - 1962 - Journal of Experimental Psychology 64 (4):400.
  13.  4
    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.
  14.  4
    S-R Stimulus Selection and Strength of R-S Association.John P. Houston - 1964 - Journal of Experimental Psychology 68 (6):563.
  15.  3
    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.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  16. R.S. Thomas Poet of the Hidden God : Meaning and Mediation in the Poetry of R.S. Thomas.D. Z. Phillips - 1986
     
    Export citation  
     
    My bibliography  
  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 (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography  
  18.  17
    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 (...)
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  19.  21
    Ritual, Imitation and Education in R. S. Peters.Bryan R. Warnick - 2009 - Journal of Philosophy of Education 43 (s1):57-74.
    This article reconstructs R. S. Peters' underlying theory of ritual in education, highlighting his proposed link between ritual and the imitation of teachers. Rituals set the stage for the imitation of teachers and they invite students to experience practices whose value is not easily discernable from the outside. For Peters, rituals facilitate the transmission of values across time, create unity in schools, and affirm authority relations. There is a tension, however, between this view of ritual and imitation, on the one (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography  
  20.  1
    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 (...)
    No categories
    Direct download  
     
    Export citation  
     
    My bibliography  
  21.  10
    S-R Compatibility: Spatial Characteristics of Stimulus and Response Codes.Paul M. Fitts & Charles M. Seeger - 1953 - Journal of Experimental Psychology 46 (3):199.
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   43 citations  
  22.  32
    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 (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  23.  19
    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.
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   30 citations  
  24.  11
    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 (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  25.  5
    John Dewey’s Conception of Education: Finding Common Ground with R. S. Peters and Paulo Freire.Kelvin Beckett - forthcoming - Educational Philosophy and Theory:1-10.
    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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  26.  45
    Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth.Krassimir Stojanov - 2009 - Journal of Philosophy of Education 43 (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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  27.  14
    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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  28.  63
    Reason and Virtues: The Paradox of R. S. Peters on Moral Education.Graham Haydon - 2009 - Journal of Philosophy of Education 43 (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 (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  29. 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 (...)
    No categories
    Direct download  
     
    Export citation  
     
    My bibliography   1 citation  
  30.  4
    Choice Reaction with Variable S-R Mapping.L. H. Shaffer - 1965 - Journal of Experimental Psychology 70 (3):284.
  31. 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 ...
    Direct download  
     
    Export citation  
     
    My bibliography   1 citation  
  32.  20
    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.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  33.  4
    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.
  34.  5
    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.
  35.  10
    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.
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  36.  1
    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 (...)
    No categories
    Direct download  
     
    Export citation  
     
    My bibliography  
  37.  4
    Transition Effects in Three-Choice Reaction with Variable s-R Mapping.L. H. Shaffer - 1967 - Journal of Experimental Psychology 73 (1):101.
  38.  1
    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 (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  39.  1
    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 (...)
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  40. 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.
     
    Export citation  
     
    My bibliography  
  41. Reading R. S. Peters on Education Today.Stefaan Cuypers & Christopher Martin - 2009 - Philosophy of Education 43 (Supplement 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.
    No categories
    Direct download  
     
    Export citation  
     
    My bibliography  
  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.
     
    Export citation  
     
    My bibliography  
  43. 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 (...)
    No categories
    Direct download  
     
    Export citation  
     
    My bibliography  
  44. 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 (...)
    No categories
    Direct download  
     
    Export citation  
     
    My bibliography  
  45. "Pistis Sophia. A Gnostic Gospel." G. R. S. Mead. [REVIEW]G. R. S. Mead - 1896 - Ancient Philosophy 7:617.
  46. John Dewey Reconsidered Edited by R.S. Peters. --.R. S. Peters - 1977 - Routledge and Kegan Paul.
     
    Export citation  
     
    My bibliography  
  47. 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.
    No categories
     
    Export citation  
     
    My bibliography  
  48. Paĭghambarimizning (S.A.V.) Ḣazrati Aliga (R.A.) Nasiḣatlari: (Matn Va Izoḣ).Imom Shaʺ"roniĭ - 2005 - Movarounnaḣr.
    No categories
    Translate
     
     
    Export citation  
     
    My bibliography  
  49. 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.
     
    Export citation  
     
    My bibliography  
  50.  8
    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 (...)
    Direct download  
     
    Export citation  
     
    My bibliography  
1 — 50 / 1000