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Richard Smith [164]Roger Smith [99]Robin Smith [58]Ralph A. Smith [54]
R. Smith [52]Robert Smith [45]Robert W. Smith [33]R. Morton Smith [20]

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Richard Smith
Colorado State University
Robin Smith
Texas A&M University
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  1. Problems, Methods, and Theories in the Study of Politics, or What's Wrong with Political Science and What to Do About It.Ariela Gross, Clarissa Hayward, Courtney Jung, John Kane, Adolph Reed Jr, Rogers Smith, Peter Swenson & Nomi Stolzenberg - 2002 - Political Theory 30 (4):588-611.
  2. Aristotle's Prior Analytics.Robin Smith - 1989 - Hackett Publishing Company.
  3.  27
    Schadenfreude and Gluckschmerz.Richard H. Smith & Wilco W. van Dijk - 2018 - Emotion Review 10 (4):293-304.
    We explore why people feel the socially improper emotions of schadenfreude and gluckschmerz. One explanation follows from sentiment relations. Prior dislike leads to both schadenfreude and gluckschmerz. A second explanation relates to concerns over justice. Deserved misfortune is pleasing and undeserved good fortune is displeasing. A third explanation concerns appraisal of the good or bad fortunes of others as creating either benefit or harm for the self or in-group. Especially in competitive situations and when envy is present, gain is pleasing (...)
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  4.  24
    A Mobilising Concept? Unpacking Academic Representations of Responsible Research and Innovation.Barbara E. Ribeiro, Robert D. J. Smith & Kate Millar - 2017 - Science and Engineering Ethics 23 (1):81-103.
    This paper makes a plea for more reflexive attempts to develop and anchor the emerging concept of responsible research and innovation. RRI has recently emerged as a buzzword in science policy, becoming a focus of concerted experimentation in many academic circles. Its performative capacity means that it is able to mobilise resources and spaces despite no common understanding of what it is or should be ‘made of’. In order to support reflection and practice amongst those who are interested in and (...)
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  5. Comprehending Envy.Richard Smith & Sung Hee Kim - 2007 - Psychological Bulletin 133:46-64.
  6. Aristotle's Logic.Robin Smith - 2007 - Stanford Encyclopedia of Philosophy.
  7.  47
    When Envy Leads to Schadenfreude.Niels van de Ven, Charles E. Hoogland, Richard H. Smith, Wilco W. van Dijk, Seger M. Breugelmans & Marcel Zeelenberg - 2015 - Cognition and Emotion 29 (6):1007-1025.
  8.  36
    The Virtues of Unknowing.Richard Smith - 2016 - Journal of Philosophy of Education 50 (2):272-284.
    Traditional epistemology is often said to have reached an impasse, and recent interest in virtue epistemology supposedly marks a turn away from philosophers’ traditional focus on problems of knowledge and truth. Yet that focus re-emerges, especially among ‘reliabilist’ virtue epistemologists. I argue for a more ‘responsibilist’ approach and for the importance of some of the quieter and gentler epistemic virtues, by contrast with the tough-minded ones that are currently popular in education. In particular I make a case for what I (...)
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  9. Unlearned Knowledge: Aristotle on How We Come to Know Prin- Ciples.Robin Smith - unknown
    At the beginning of the Posterior Analytics, Aristotle says that “all learning and all rational teaching arises from previously existing knowledge”. How, then, can we have any knowledge? If all our knowledge is acquired by learning that depends on previously existing knowledge, then we would have an infinite regress of still prior knowledge, with the result that we cannot learn anything without having learned something else first. If we reject this possibility, then the only one that remains is that we (...)
     
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  10. The Play of Socratic Dialogue.Richard Smith - 2011 - Philosophy of Education 45 (2):221-233.
    Proponents of philosophy for children generally see themselves as heirs to the ‘Socratic’ tradition. They often claim too that children's aptitude for play leads them naturally to play with abstract, philosophical ideas. However in Plato's dialogues we find in the mouth of ‘Socrates’ many warnings against philosophising with the young. Those dialogues also question whether philosophy should be playful in any straightforward way, casting the distinction between play and seriousness as unstable. It seems we cannot think of Plato as representing (...)
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  11. “None of the Arts That Gives Proofs About Some Nature is Interrogative”: Questions and Aristotle's Concept of Science.Robin Smith - manuscript
    Modern interpreters have often regarded Aristotle’s Posterior Analytics as a mystery, or even a bit of an embarrassment. In his treatises on natural science and ethics, Aristotle is constantly concerned to review the opinions of his predecessors and of people in general; where appropriate, he also takes note of experiential observations, some of them highly specialized. However, the traditional view of the Posterior Analytics is that it advances an almost Cartesian picture of sciences as deductive systems founded on intuitively evident (...)
     
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  12.  1
    In Defense of the Ethics Code: A Comment on O’Donohue.Jennifer A. Erickson Cornish, Randyl D. Smith & Maria T. Riva - 2020 - Ethics and Behavior 30 (4):299-302.
    ABSTRACTThis article is a commentary on O’Donohue’s2019 37-point critique of the American Psychological Association Ethical Principles of Psychologists and Code of Conduct. In this brief paper, we respond to the article by addressing our most important disagreements with O’Donohue’s arguments as well as areas of agreement. While we disagree with many of O’Donohue’s points, we also view his critique as being important and timely given that the 2018 APA Ethics Task Force is currently exploring potential revisions to the Code.
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  13.  73
    Are Artworks More Like People Than Artifacts? Individual Concepts and Their Extensions.George E. Newman, Daniel M. Bartels & Rosanna K. Smith - 2014 - Topics in Cognitive Science 6 (4):647-662.
    This paper examines people's reasoning about identity continuity and its relation to previous research on how people value one-of-a-kind artifacts, such as artwork. We propose that judgments about the continuity of artworks are related to judgments about the continuity of individual persons because art objects are seen as physical extensions of their creators. We report a reanalysis of previous data and the results of two new empirical studies that test this hypothesis. The first study demonstrates that the mere categorization of (...)
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  14. Thinking Again: Education After Postmodernism.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 1999 - British Journal of Educational Studies 47 (4):407-408.
     
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  15. A Course in Metaphilosophy for Undergraduates.Renée Smith - 2017 - Teaching Philosophy 40 (1):57-85.
    This paper describes an undergraduate course in metaphilosophy for philosophy majors and argues that there are four potential benefits to students; namely that doing metaphilosophy allows students to draw their own conclusions about what philosophy is, develops students’ metacognitive skills to promote learning, establishes students as members of the philosophical community, and disposes students to live lives that reflect their philosophical education. It describes issues of transparency of course design and the particulars of the course, including course content, and provides (...)
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  16. How to Teach Philosophy of Mind.Renée Smith - 2016 - Teaching Philosophy 39 (2):177-207.
    The most notable contributions to contemporary philosophy of mind have been written by philosophers of mind for philosophers of mind. Without a good understanding of the historical framework, the technical terminology, the philosophical methodology, and the nature of the philosophical problems themselves, not only do undergraduate students face a difficult challenge when taking a first course in philosophy of mind, but instructors lacking specialized knowledge in this field might be put off from teaching the course. This paper is intended to (...)
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  17.  64
    Explanation, Understanding, and Control.Ryan Smith - 2014 - Synthese 191 (17):4169-4200.
    There is a recent interest within both philosophy of science as well as within epistemology to provide a defensible account of understanding. In the present article I build on insights from previous work in attempt to provide an account of two related forms of understanding in terms of the ability to form rational intentions when using specific types of mental representations. I propose first that “understanding that X” requires that one form a representation of X and, further, that one must (...)
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  18. Inhibition, History and Meaning in the Sciences of Mind and Brain (Greta Jones).R. Smith - 1994 - History of the Human Sciences 7:121-121.
    In everyday parlance, "inhibition" suggests repression, tight control, the opposite of freedom. In medicine and psychotherapy the term is commonplace, its definition understood. Relating how inhibition—the word and the concept—became a bridge between society at large and the natural sciences of mind and brain, Smith constructs an engagingly original history of our view of ourselves. Not until the late nineteenth century did the term "inhibition" become common in English, connoting the dependency of reason and of civilization itself on the repression (...)
     
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  19.  74
    The History of Psychological Categories.Roger Smith - 2005 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 36 (1):55-94.
    Psychological terms, such as ‘mind’, ‘memory’, ‘emotion’ and indeed ‘psychology’ itself, have a history. This history, I argue, supports the view that basic psychological categories refer to historical and social entities, and not to ‘natural kinds’. The case is argued through a wide ranging review of the historiography of western psychology, first, in connection with the field’s extreme modern diversity; second, in relation to the possible antecedents of the field in the early modern period; and lastly, through a brief introduction (...)
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  20.  4
    Simulating Emotions: An Active Inference Model of Emotional State Inference and Emotion Concept Learning.Ryan Smith, Thomas Parr & Karl J. Friston - 2019 - Frontiers in Psychology 10.
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  21. The Fontana History of the Human Sciences.Roger Smith - 1997
  22.  71
    On Diffidence: The Moral Psychology of Self-Belief.Richard Smith - 2006 - Journal of Philosophy of Education 40 (1):51–62.
    The language of self‐belief, including terms like shyness and diffidence, is complex and puzzling. The idea of self‐esteem in particular, which has been given fresh currency by recent interest in ‘personalised learning’, continues to create problems. I argue first that we need a ‘thicker’ and more subtle moral psychology of self‐belief; and, secondly, that there is a radical instability in the ideas and concepts in this area, an instability to which justice needs to be done. I suggest that aspects of (...)
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  23. Aristotle's Theory of Demonstration.Robin Smith - 2009 - In Georgios Anagnostopoulos (ed.), A Companion to Aristotle.
  24.  33
    Self‐Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87–100.
  25.  8
    Dynamic perceptual completion and the dynamic snapshot view to help solve the ‘two times’ problem.Ronald P. Gruber, Ryan P. Smith & Richard A. Block - 2020 - Phenomenology and the Cognitive Sciences 19 (4):773-790.
    Perceptual completion fills the gap for discrete perception to become continuous. Similarly, dynamic perceptual completion provides an experience of dynamic continuity. Our recent discovery of the ‘happening’ element of DPC completes the total experience for dynamism in the flow of time. However, a phenomenological explanation for these experiences is essential. The Snapshot Hypotheses especially the Dynamic Snapshot View provides the most comprehensive explanation. From that understanding the ‘two times’ problem can be addressed. The static time of spacetime cosmologies has been (...)
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  26.  30
    Does Reflexivity Separate the Human Sciences From the Natural Sciences?Roger Smith - 2005 - History of the Human Sciences 18 (4):1-25.
    A number of writers have picked out the way knowledge in the human sciences reflexively alters the human subject as what separates these sciences from the natural sciences. Furthermore, they take this reflexivity to be a condition of moral existence. The article sympathetically examines this emphasis on reflexive processes, but it rejects the particular conclusion that the reflexive phenomenon enables us to demarcate the human sciences. The first sections analyse the different meanings that references to reflexivity have in the psychological (...)
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  27. What Is Aristotelian Ecthesis?Robin Smith - 1982 - History and Philosophy of Logic 3 (2):113-127.
    I consider the proper interpretation of the process of ecthesis which Aristotle uses several times in the Prior analytics for completing a syllogistic mood, i.e., showing how to produce a deduction of a conclusion of a certain form from premisses of certain forms. I consider two interpretations of the process which have been advocated by recent scholars and show that one seems better suited to most passages while the other best fits a single remaining passage. I also argue that ecthesis (...)
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  28. Alfred Tauber: Medicine is Ethics.Roger Smith - 2002 - History of the Human Sciences 15 (4):145-151.
  29.  29
    As If by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157–168.
  30.  9
    Greater Cortical Thickness Within the Limbic Visceromotor Network Predicts Higher Levels of Trait Emotional Awareness.Ryan Smith, Sahil Bajaj, Natalie S. Dailey, Anna Alkozei, Courtney Smith, Anna Sanova, Richard D. Lane & William D. S. Killgore - 2018 - Consciousness and Cognition 57:54-61.
  31. The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Wiley-Blackwell.
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  32. Aristotle on the Uses of Dialectic.Robin Smith - 1993 - Synthese 96 (3):335 - 358.
  33. Logic.Robin Smith - 1994 - In Barnes Jonathan (ed.), The Cambridge Companion to Aristotle.
  34.  97
    Does the History of Psychology Have a Subject?Roger Smith - 1988 - History of the Human Sciences 1 (2):147-177.
  35. The Relationship of Aristotle's Two Analytics.Robin Smith - 1982 - Classical Quarterly 32 (2):327-335.
    In 1928, Friedrich Solmsen argued that Aristotle's Posterior Analytics was largely composed before the Prior Analytics. Ross rejected Solmsen's position in 1939, and a rather lengthy series of rebuttals and counter-attacks between the two scholars followed. Quite recently, Jonathan Barnes has revived this issue with arguments in favour of something very close to Solmsen's thesis: that Aristotle first developed a theory of demonstration before he had worked out the syllogistic, and that the Posterior Analytics was originally conceived against this background. (...)
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  36.  5
    Self-Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of the Philosophy of Education 36 (1):87-100.
  37.  26
    Educational Research: The Importance of the Humanities.Richard Smith - 2015 - Educational Theory 65 (6):739-754.
    It is one sign of the lack of understanding of the value of the humanities, to educational research and inquiry as well as to our world more widely, that such justifications of them as are offered frequently take a crudely instrumental form. The humanities are welcomed insofar as they are beneficial to the economy, for example, or play a therapeutic role in people's physical or mental well-being. In higher education in the UK, they are marginalized for similar reasons, on the (...)
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  38.  13
    Thinking with Each Other: The Peculiar Practice of the University.Richard Smith - 2003 - Journal of Philosophy of Education 37 (2):309–323.
  39.  8
    The Ancient Quarrel and the Dream of Writing.Richard Smith - 2018 - Journal of Philosophy of Education 52 (4):592-608.
  40.  2
    On Diffidence: The Moral Psychology of Self-Belief.Richard Smith - 2006 - Philosophy of Education 40 (1):51-62.
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  41.  2
    Thinking With Each Other: The Peculiar Practice of the University.Richard Smith - 2003 - Philosophy of Education 37 (2):309-323.
  42.  4
    As If by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Philosophy of Education 40 (2):157-168.
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  43. Aristotle, Topics I, VIII, and Selections.Robin Smith - 1997 - Oxford University Press.
  44.  12
    The Activity of Philosophy and the Practice of Education.Pádraig Hogan & Richard Smith - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 165--180.
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  45.  20
    Paths of Judgement: The Revival of Practical Wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327–340.
  46.  9
    Common and Unique Neural Systems Underlying the Working Memory Maintenance of Emotional Vs. Bodily Reactions to Affective Stimuli: The Moderating Role of Trait Emotional Awareness.Ryan Smith, Richard D. Lane, Anna Sanova, Anna Alkozei, Courtney Smith & William D. S. Killgore - 2018 - Frontiers in Human Neuroscience 12.
  47.  29
    Abstraction and Finitude: Education, Chance and Democracy. [REVIEW]Richard Smith - 2006 - Studies in Philosophy and Education 25 (1-2):19-35.
    Education in the west has become a very knowing business in which students are encouraged to cultivate self-awareness and meta-cognitive skills in pursuit of a kind of perfection. The result is the evasion of contingency and of the consciousness of human finitude. The neo-liberalism that makes education a market good exacerbates this. These tendencies can be interpreted as a dimension of scepticism. This is to be dissolved partly by acknowledging that we are obscure to ourselves. Such an acknowledgement is fostered (...)
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  48. Immediate Propositions and Aristotle’s Proof Theory.Robin Smith - 1986 - Ancient Philosophy 6:47-68.
  49. How Things Are: Studies in Predication and the History and Philosophy of Science. [REVIEW]Robin Smith - 1987 - Ancient Philosophy 7:248-250.
  50.  90
    Dialectic and the Syllogism.Robin Smith - 1994 - Ancient Philosophy 14 (S1):133-151.
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