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Richard Smith [152]Roger Smith [117]R. Smith [64]Robin Smith [61]
Ralph A. Smith [54]Robert Smith [43]Robert W. Smith [34]R. R. R. Smith [21]

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Profile: Robin Smith (Texas A&M University)
Profile: Richard Smith (Queen's University, Belfast)
Profile: Rich Smith (Kent State University)
Profile: Roger Smith (Universidad Nacional de Colombia)
Profile: Richard Smith (Colorado State University)
Profile: Robert Smith (Simon Fraser University)
Profile: Roger Smith
Profile: Richard Smith
Profile: Robin Smith
Profile: Ryan Smith (Montana State University-Bozeman)
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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. 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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  3. 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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  4. “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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  5.  15
    Countable Algebra and Set Existence axioms11Research Partially Supported by NSF Grants MCS-79-23743, MCS-78-02558, and MCS 8107867. Simpson's Research Was Also Supported by an Alfred P. Sloan Research Fellowship. [REVIEW]Harvey M. Friedman, Stephen G. Simpson & Rick L. Smith - 1983 - Annals of Pure and Applied Logic 25 (2):141-181.
  6.  5
    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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  7. Aristotle's Prior Analytics.Robin Smith - 1989 - Hackett Publishing Company.
  8.  11
    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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  9.  49
    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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  10.  49
    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.  28
    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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  12. How Things Are: Studies in Predication and the History and Philosophy of Science. [REVIEW]Robin Smith - 1987 - Ancient Philosophy 7:248-250.
  13.  21
    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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  14. Comprehending Envy.Richard Smith & Sung Hee Kim - 2007 - Psychological Bulletin 133:46-64.
  15.  86
    Does the History of Psychology Have a Subject?Roger Smith - 1988 - History of the Human Sciences 1 (2):147-177.
  16.  17
    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.
  17.  12
    Self-Esteem: The Kindly Apocalypse.Richard Smith - 2002 - Journal of Philosophy of Education 36 (1):87–100.
  18. 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.
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  19.  41
    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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  20. The Fontana History of the Human Sciences.Roger Smith - 1997
  21. 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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  22.  16
    As If by Machinery: The Levelling of Educational Research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157–168.
  23.  17
    The Relationship Between Consciousness, Understanding, and Rationality.Ryan Smith - 2016 - Philosophical Psychology 29 (7):943-957.
    The purpose of the present article is to explore the relationship between consciousness and understanding. To do so, I first briefly review recent work on the nature of both understanding and consciousness within philosophy and psychology. Building off of this work, I then defend the thesis that if one is conscious of a given content then one also understands that content. I argue that this conclusion can be drawn from the fact that understanding is associated with rational intention formation and (...)
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  24.  13
    Thinking with Each Other: The Peculiar Practice of the University.Richard Smith - 2003 - Journal of Philosophy of Education 37 (2):309–323.
  25.  24
    Abstraction and Finitude: Education, Chance and Democracy. [REVIEW]Richard Smith - 2006 - Studies in Philosophy and Education 25 (1-2):19-35.
  26.  54
    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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  27.  52
    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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  28.  16
    Total Parenting.Richard Smith - 2010 - Educational Theory 60 (3):357-369.
    In this essay, Richard Smith observes that being a parent, like so much else in our late‐modern world, is required to become ever more efficient and effective, and is increasingly monitored by the agencies of the state, often with good reason given the many recorded instances of child abuse and cruelty. However, Smith goes on to argue, this begins to cast being a parent as a matter of “parenting,” a technological deployment of skills and techniques, with the loss of older, (...)
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  29.  1
    Investigating the Cost to Ongoing Tasks Not Associated with Prospective Memory Task Requirements.Rebekah E. Smith & Shayne Loft - 2014 - Consciousness and Cognition 27:1-13.
  30. Aristotle's Logic.Robin Smith - 2007 - Stanford Encyclopedia of Philosophy.
  31.  61
    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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  32.  4
    Factorization of Polynomials and Σ10 Induction.Stephen G. Simpson & Rick L. Smith - 1986 - Annals of Pure and Applied Logic 31 (2):289-306.
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  33.  15
    Paths of Judgement: The Revival of Practical Wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327–340.
  34.  10
    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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  35.  4
    Minimizing the Disruptive Effects of Prospective Memory in Simulated Air Traffic Control.Shayne Loft, Rebekah E. Smith & Roger W. Remington - 2013 - Journal of Experimental Psychology: Applied 19 (3):254.
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  36. Comments on Ichheiser's Theory of Social Perception.R. J. Smith - 1970 - Philosophy and Phenomenological Research 30 (3):457-461.
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  37. Immediate Propositions and Aristotle's Proof Theory.Robin Smith - 1986 - Ancient Philosophy 6:47-68.
  38.  5
    Members of Countable Π10 Classes.Douglas Cenzer, Peter Clote, Rick L. Smith, Robert I. Soare & Stanley S. Wainer - 1986 - Annals of Pure and Applied Logic 31 (2):145-163.
  39.  63
    Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):183-198.
    The idea that educational research should be 'scientific', and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be 'scientific' is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non-modernist approaches might look like. The purpose of (...)
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  40.  10
    Distributional Considerations in Economic Responses to Antimicrobial Resistance.Joanna Coast & Richard D. Smith - 2015 - Public Health Ethics 8 (3):225-237.
    Antimicrobial resistance is a major and increasing problem globally. Economics has engaged with this issue increasingly over the last 20 years. Much of this concerns assessments of the cost of various forms of resistance, but it also includes economic analyses of interventions and policies designed to contain resistance. Analysis has, however, thus far largely neglected possible distributional issues associated with such interventions and analysis. The article explores three normative bases for the conduct of economic analysis: welfarism; extra-welfarism focused on health (...)
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  41. Aristotle's Theory of Demonstration.Robin Smith - 2009 - In Georgios Anagnostopoulos (ed.), A Companion to Aristotle.
  42. Teaching Right and Wrong: Moral Education in the Balance.Richard Smith & Paul Standish - 1998 - British Journal of Educational Studies 46 (4):481-482.
     
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  43.  63
    But If the Syllogistic is the Most Brilliant Part of Aristotle's.Robin Smith - 1995 - In Jonathan Barnes (ed.), The Cambridge Companion to Aristotle. Cambridge University Press. pp. 27.
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  44. Aristotle on the Uses of Dialectic.Robin Smith - 1993 - Synthese 96 (3):335 - 358.
  45. 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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  46. From the Shining City on a Hill to a Great Metropolis on a Plain? American Stories of Immigration and Peoplehood.Rogers M. Smith - 2010 - Social Research: An International Quarterly 77 (1):21-44.
    Americans have always been divided over whether to welcome or to discourage immigration. But virtually all American leaders have rested their views on notions that the United States has unique providential or world-historical significance-as an asylum for the world's oppressed, as a model to the world, or even as the world's leader. Today, it is normatively desirable for the U.S. to view itself not as the world's "city on a hill" but simply as one worthy political society among many others. (...)
     
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  47.  95
    Shoemaker’s Moderate Qualia Realism and the Transparency of Qualia.Renée J. Smith - 2007 - Disputatio 2 (22):1 - 13.
    Qualia realists hold that experience’s phenomenal character is a non-representational property of experience, what they call qualia. Representationalists hold that phenomenal character is a representational property of experience—there are no qualia (in this particular sense of the word). The transparency of qualia to introspection would seem to count as reason for rejecting qualia realism and favoring representationalism. Sydney Shoemaker defends a middle ground, call it moderate qualia realism, which seems to provide a response to the problem of transparency that in (...)
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  48. 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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  49. Alfred Tauber: Medicine is Ethics Alfred I. Tauber (1999) Confessions of a Medicine Man: An Essay in Popular Philosophy. Cambridge, MA: Bradford Book, MIT Press. Xviii + 159 Pp. Alfred I. Tauber (2001) Thoreau and the Moral Agency of Knowing. Berkeley: University of California Press. Xi + 317 Pp. [REVIEW]Roger Smith - 2002 - History of the Human Sciences 15 (4):145-151.
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  50. Decidable Regularly Closed Fields of Algebraic Numbers.Louden Dries & Rick L. Smith - 1985 - Journal of Symbolic Logic 50 (2):468 - 475.
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