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Richard Smith [155]Roger Smith [97]Robin Smith [57]Ralph A. Smith [52]
R. Smith [49]Robert Smith [43]Robert W. Smith [32]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.  16
    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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  3. Aristotle's Prior Analytics.Robin Smith - 1989 - Hackett Publishing Company.
  4.  18
    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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  5.  19
    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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  6. Aristotle's Logic.Robin Smith - 2007 - Stanford Encyclopedia of Philosophy.
  7.  5
    The Ancient Quarrel and the Dream of Writing.Richard Smith - 2018 - Journal of Philosophy of Education 52 (4):592-608.
  8. Comprehending Envy.Richard Smith & Sung Hee Kim - 2007 - Psychological Bulletin 133:46-64.
  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.  58
    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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  11. 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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  12. Alfred Tauber: Medicine is Ethics.Roger Smith - 2002 - History of the Human Sciences 15 (4):145-151.
  13. “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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  14.  31
    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.
  15. 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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  16.  23
    Lucia A. Scatozza Höricht: Il volto dei filosofi antichi. (Archaia: Collana di ricerche archeologiche: Storia degli studi, 2.) Pp. 273; 108 illustrations. Naples: Bibliopolis, 1986. Paper, L. 50,000. [REVIEW]R. R. R. Smith - 1988 - The Classical Review 38 (2):449-449.
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  17. 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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  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. Aristotle's Theory of Demonstration.Robin Smith - 2009 - In Georgios Anagnostopoulos (ed.), A Companion to Aristotle.
  20. The Fontana History of the Human Sciences.Roger Smith - 1997
  21.  46
    Broken Covenant: A Case Study in Employee Relations Ethics.Ronald L. Smith - 2001 - Ethics and Behavior 11 (1):105-114.
    Employee relations ethics, or the lack thereof, is a problem and an issue in both private and public organizations. This article is a case study in military ERE. A retired career Naval officer, I discuss problems of downsizing and retrenchment from a "military" perspective in terms of what I refer to as a "broken covenant.".
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  22.  28
    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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  23.  67
    The History of Psychological Categories.Roger Smith - 2005 - Studies in History and Philosophy of Science Part C 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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  24.  19
    Self‐Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87–100.
  25.  63
    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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  26.  28
    As If by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157–168.
  27.  59
    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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  28.  14
    La Lotta politica nel Mondo antico.R. E. Smith - 1959 - Journal of Hellenic Studies 79:182.
  29.  89
    Does the History of Psychology Have a Subject?Roger Smith - 1988 - History of the Human Sciences 1 (2):147-177.
  30.  13
    Thinking with Each Other: The Peculiar Practice of the University.Richard Smith - 2003 - Journal of Philosophy of Education 37 (2):309–323.
  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. 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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  33. 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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  34. 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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  35.  14
    The Ethics of Research Excellence.James C. Conroy & Richard Smith - 2017 - Journal of Philosophy of Education 51 (4):693-708.
    We here analyse the ethical dimensions of the UK's ‘Research Excellence Framework’, the latest version of an exercise which assesses the quality of university research in the UK every seven or so years. We find many of the common objections to this exercise unfounded, such as that it is excessively expensive by comparison with alternatives such as various metrics, or that it turns on the subjective judgement of the assessors. However there are grounds for concern about the crude language in (...)
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  36.  3
    Self-Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of the Philosophy of Education 36 (1):87-100.
  37.  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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  38.  97
    Book Review: The Birth of Psychology. [REVIEW]Roger Smith - 2009 - History of the Human Sciences 22 (1):134-144.
  39. How Things Are: Studies in Predication and the History and Philosophy of Science. [REVIEW]Robin Smith - 1987 - Ancient Philosophy 7:248-250.
  40.  5
    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.
  41.  1
    Thinking With Each Other: The Peculiar Practice of the University.Richard Smith - 2003 - Philosophy of Education 37 (2):309-323.
  42. Aristotle on the Uses of Dialectic.Robin Smith - 1993 - Synthese 96 (3):335 - 358.
  43.  3
    As If by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Philosophy of Education 40 (2):157-168.
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  44. On Diffidence: The Moral Psychology of Self-Belief.Richard Smith - 2006 - Philosophy of Education 40 (1):51-62.
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  45. Topics Books I and Viii: With Excerpts From Related Texts.Robin Smith (ed.) - 1997 - Clarendon Press.
    This volume contains a clear and accurate translation of Books I and VIII of Aristotle's Topics, together with a philosophical commentary on these books and additional extracts from Books II and III, and from a related work by Aristotle. This selection gives a good general view of the main ideas of the Topics, a classic treatise on logic and argument. The volume is well suited to the requirements of students, including those who do not know Greek.
     
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  46. Maasen, Sabine and Sutter, Barbara (Eds): On Willing Selves: Neoliberal Politics Vis-À-Vis the Neuroscientific Challenge. [REVIEW]Robyn Smith - 2008 - Minerva 46 (4):491-494.
  47.  27
    Abstraction and Finitude: Education, Chance and Democracy. [REVIEW]Richard Smith - 2006 - Studies in Philosophy and Education 25 (1-2):19-35.
  48.  7
    Resisting Neurosciences and Sustaining History.Roger Smith - 2019 - History of the Human Sciences 32 (1):9-22.
  49.  13
    D. Grünbein, B. Seidensticker : Seneca: Thyestes. Mit Materialien zur Übersetzung und zu Leben und Werk Senecas. Pp. 179, ills. Frankfurt: Insel Verlag, 2002. Paper, €22.90/SFr 39.50. ISBN: 3-458-17114-2. [REVIEW]R. Scott Smith - 2004 - The Classical Review 54 (2):570-571.
  50.  37
    Kinds of Authenticity.George E. Newman & Rosanna K. Smith - 2016 - Philosophy Compass 11 (10):609-618.
    The concept of authenticity plays an important role in how people reason about objects, other people, and themselves. However, despite a great deal of academic interest in this concept, to date, the precise meaning of the term, authenticity, has remained somewhat elusive. This paper reviews the various definitions of authenticity that have been proposed in the literature and identifies areas of convergence. We then outline a novel framework that organizes the existing definitions of authenticity along two key dimensions: describing the (...)
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