Results for 'Stanley Paulo'

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  1.  40
    Epistemology, Research Methodology and Rule 702 of the Federal Rules of Evidence Versus Eva®.Stanley Paulo - 2003 - Journal of Business Ethics 44 (4):327 - 341.
    This article questions the continued use and application of EVA® (economic value added) because it is epistemologically a non-sequitur, fails to satisfy the requirements of sound research methodology in terms of being a reliable and valid metric, and is unlikely to satisfy the requirements of Rule 702 of the Federal Rules of Evidence. In the light of these insufficiencies, the continued use of EVA® is ethically questionable, and moreover in time is likely to result in class actions.
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  2. Paulo Freire's Radical Democratic Humanism.Stanley Aronowitz - 1993 - In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge. pp. 8--24.
     
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  3. Filosofía sin lágrimas. Breve repaso a la filosofía de Stanley Cavell.David Perez-Chico - 2010 - In Antonio Lastra (ed.), Stanley Cavell. Mundos vistos y ciudades de palabras. Plaza & Valdés.
    El presente trabajo nació como una reflexión posterior a la traducción del libro de Stanley Cavell Contesting Tears: The Hollywood Melodrama of the Unknown Woman. La reflexión era necesaria habida cuenta de las dudas suscitadas por la traducción del título del libro. Para ser más exacto, la reflexión giraba en torno a las lágrimas que forman parte de la primera parte del título, las lágrimas vertidas por las mujeres desconocidas que protagonizan los melodramas analizados en el libro. En mi (...)
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  4. ‘The Ordinary’ in Stanley Cavell and Jacques Derrida.Judith Wolfe - 2013 - Minerva - An Internet Journal of Philosophy 17 (1).
    This paper analyses the opposing accounts of ‘the ordinary’ given by Jacques Derrida and Stanley Cavell, beginning with their competing interpretations of J. L. Austin¹s thought on ordinary language. These accounts are presented as mutually critiquing: Derrida¹s deconstructive method poses an effective challenge to Cavell¹s claim that the ordinary is irreducible by further philosophical analysis, while, conversely, Cavell¹s valorisation of the human draws attention to a residual humanity in Derrida¹s text which Derrida cannot account for. The two philosophers’ approaches (...)
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  5. Stanley Cavell su Emerson e la redenzione del linguaggio dalla filosofia.Agnese Fortuna - 2008 - Annali Del Dipartimento di Filosofia 14:153-177.
    The issue of skepticism emerges in Experience by Ralph Waldo Emerson. In Finding as Founding Stanley Cavell reads Emerson's essay as a contribution to the idealistic debate in order to recuperate Kant's 'thing in itself'. Placing that question in the ordinary space of everyday life makes Emerson a precursor of the attacks by Austin and Wittgenstein particularly regarding philosophy and skepticism. The possibility of redeeming our linguistic praxis and gaining some intimacy between language and world rises through a conversion (...)
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  6.  23
    Stanley Cavell: Philosophy's Recounting of the Ordinary.Stephen Mulhall - 1999 - Clarendon Press.
    Stephen Mulhall presents the first full philosophical study of the work of Stanley Cavell. Cavell, a leading contemporary American thinker, is best known for his highly influential contributions to the fields of film studies, Shakespearian literary criticism, and the confluence of psychoanalysis and literary theory; Mulhall examines the broad spectrum of his thought, elucidating its essentially philosophical roots and trajectory.
  7. Stanley on Ideology, or How to De-Moralise Democracy.Rossi Enzo - forthcoming - Global Discourse.
    In *How Propaganda Works* Jason Stanley argues that democratic societies require substantial material equality because inequality causes ideologically flawed belief, which, in turn, make demagogic propaganda more effective. And that is problematic for the quality of democracy. In this brief paper I unpack that argument, in order to make two points: (a) the non-moral argument for equality is promising, but weakened by its reliance on a heavily moralised conception of democracy; (b) that problem may be remedied by whole-heartedly embracing (...)
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  8. Mentoring the Mentor a Critical Dialogue with Paulo Freire.James W. Fraser & Paulo Freire - 1997
  9.  48
    Expanding Western Definitions of Shamanism: A Conversation with Stephan Beyer, Stanley Krippner, and Hillary S. Webb.Hillary S. Webb - 2013 - Anthropology of Consciousness 24 (1):57-75.
    Where has the Western attraction to the study and practice of shamanic techniques brought us? Where might it take us? In what ways have our Western biases and philosophical underpinnings influenced and changed how shamanism is practiced, both in the West and in the traditional cultures out of which they emerged? Is it time to stop using the umbrella term “shamanism” to refer to such diverse cross-cultural practices? What are our responsibilities, both as researchers and as spiritual seekers? In this (...)
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  10. The Claim to Community: Essays on Stanley Cavell and Political Philosophy.Andrew John Norris (ed.) - 2006 - Stanford University Press.
    Stanley Cavell's unique contributions to the study of epistemology, ethics, aesthetics, film, Shakespeare, and American philosophy have all received wide acclaim. But there has been relatively little recognition of the pertinence of Cavell's work to our understanding of political philosophy. The Claim to Community fills this gap with essays from a wide range of prominent American, English, French, and Italian philosophers and political theorists, as well as a lengthy response to the essays by Cavell himself. The topics covered include (...)
     
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  11.  52
    Stanley on the Knowledge-Relation.Steffen Borge - 2008 - SATS 9 (1):109-124.
    The latest newcomer on the epistemology scene is Subject-Sensitive Invariantism (SSI), which is the view that even though the semantics of the verb “know” is invariant, the answer to the question of whether someone knows something is sensitive to factors about that person. Factors about the context of the purported knower are relevant to whether he knows some proposition p or not. In this paper I present Jason Stanley's version of SSI, a theory Stanley calls Interest-Relative Invariantism (IRI). (...)
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  12.  61
    On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom.Charles Bingham - 2002 - Studies in Philosophy and Education 21 (6):447-464.
    Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads neither to (...)
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  13.  7
    Sociedade de São Vicente de Paulo: História E Análise da Sua Crise de Renovação Institucional.Itamar Ary Sacramento Santos - 2018 - Horizonte - Revista de Estudos de Teologia E Ciências da Religião 16 (49):405-407.
    O presente estudo teve como objeto a Sociedade de São Vicente de Paulo - SSVP, e visou analisar a crise institucional da associação, relacionando-a com a crise religiosa contemporânea, tendo em vista a dificuldade na admissão de novos quadros para a entidade, como também a complexidade da manutenção de seus membros. A motivação do trabalho foi compreender como a crise socioreligiosa contemporânea contribui para esse processo, valendo-se também da observação empírica nas reuniões, festas e eventos realizados pela instituição. Buscou-se (...)
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  14.  44
    The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning. [REVIEW]Jeff Frank - 2012 - Studies in Philosophy and Education 31 (4):327-338.
    This paper begins with a discussion of Stanley Cavell’s philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we—as early childhood educators—see language teaching as something like handing some inert thing to a child, then we unduly limit the possibilities of education for that child. Cavell argues that we must become poets if we are to be the type of representatives of (...)
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  15.  21
    A dialogicidade no pensamento de Paulo Freire E de Hans Georg Gadamer E implicações na cultura escolar brasileira.Maria Jesus Santos - 2014 - Cadernos Do Pet Filosofia 5 (10):1-11.
    RESUMO: Este ensaio investiga um conceito que tem origem entre os gregos - o diálogo – e se desloca para o campo educacional brasileiro. O trabalho pedagógico de Paulo Freire e o pensamento do hermeneuta Hans Georges Gadamer constituem nossa base teórica. Deseja-se demonstrar que a dialogicidade é um elemento relevante e emancipatório e interfere na formação dos sujeitos e na construção de saberes de forma significativa. Paulo Freire na obra Pedagogia do oprimido realiza uma análise fenomenológica do (...)
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  16.  21
    Keynote Article: On Stanley Cavell's Band Wagon.William Rothman - 2014 - Film-Philosophy 18 (1):9-34.
    This is a revised version of a keynote presentation delivered by Professor Rothman at the Conference on Stanley Cavell’s Philosophy the Day After Tomorrow , University of Paris I: Panthéon-Sorbonne, September 2012.
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  17.  20
    REIMER, Ivoni Richter. Maria, Jesus e Paulo com as mulheres: textos, interpretações e história. [REVIEW]Carolina Bezerra de Souza - 2014 - Horizonte 12 (34):631-633.
    Resenha: REIMER, Ivoni. Maria, Jesus e Paulo com as mulheres : textos, interpretações e história. São Leopoldo: CEBI; São Paulo: Paulus, 2013. 101p.
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  18.  12
    Bonhoeffer's Non‐Commitment to Nonviolence: A Response to Stanley Hauerwas.Michael P. DeJonge - 2016 - Journal of Religious Ethics 44 (2):378-394.
    Stanley Hauerwas's claim that Bonhoeffer had a “commitment to nonviolence” runs aground on Bonhoeffer's own statements about peace, war, violence, and nonviolence. The fact that Hauerwas and others have asserted Bonhoeffer's commitment to nonviolence despite abundant evidence to the contrary reveals a blind spot that develops from reading Bonhoeffer's thinking in general and his statements about peace in particular as if they were part of an Anabaptist theological framework rather than his own Lutheran one. This essay shows that Bonhoeffer's (...)
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  19.  16
    A Catedral Metropolitana de São Paulo por Maximilian Emil Hehl : História, arte e ecletismo na arquitetura sacra paulistana. [REVIEW]Marcos Eduardo Melo dos Santos - 2014 - Revista de Teologia 8 (13):4-15.
    This article presents the recent literature about Cathedral of See considered from the History of Arts perspective in São Paulo. After highlight some functional, stylistic and historical data about the building idealized by Brazilian Archbishop Dom Duarte Leopoldo e Silva and designed by German engineer Maximilian Emil Hehl , will be highlighted the most important artistic aspects of architecture and Works of Art gathered in the paulist sacred buildings. The article also highlights the Cathedral in its connection with the (...)
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  20.  13
    Qual era o judaísmo de Paulo?Edgard Leite - 2008 - Horizonte 7 (13):85-97.
    O objetivo desse texto é levantar algumas questões sobre as raízes do judaísmo de Paulo, ou dos referenciais judaicos que sustentam a sua visão de mundo - no decorrer de suas jornadas após a visão da estrada de Damasco. Há elementos para afirmar que além do seu farisaísmo assumido, Paulo recolheu concepções teóricas de outros movimentos judaicos do período. Tendo lido ou conhecido elementos das principais tendências do pensamento apocalíptico. Utilizou esses conceitos no sentido de atuar não só (...)
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  21.  23
    Acknowledging a Hidden God: A Theological Critique of Stanley Cavell on Scepticism.Judith E. Tonning - 2007 - Heythrop Journal 48 (3):384–405.
    In his early work, the philosopher Stanley Cavell offers a sustained engagement with the threat of epistemological scepticism, shaped by the intuition that although (as the late Wittgenstein shows) ordinary language use is the practice within which alone meaning is possible (and which can thus not be further analysed or rationalised), it is also a basic human inclination to wish to escape the limitations of the ‘ordinary’. This, for Cavell, is the root of scepticism. Scepticism, on this view, thus (...)
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  22.  10
    Does 'Knowledge' Function Like a Quantifier? A Critique of Stanley.Giovanni Mion - 2015 - Philosophical Inquiries 3 (2):9-16.
    In “Elusive Knowledge” (1996), David Lewis deduces contextualism about 'knowledge' from an analysis of the nature of knowledge. For Lewis, the context relativity of 'knowledge' depends upon the fact that knowledge that p implies the elimination of all the possibilities in which ~p. But since 'all' is context relative, 'knowledge' is also context relative. In contrast to Lewis, in Knowledge and Practical Interests (2005), Jason Stanley argues that since all context sensitive expressions can have different interpretations within the same (...)
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  23.  35
    Stanley Cavell in Conversation with Paul Standish.Stanley Cavell & Paul Standish - 2012 - Journal of Philosophy of Education 46 (2):155-176.
    Having acknowledged the recurrent theme of education in Stanley Cavell's work, the discussion addresses the topic of scepticism, especially as this emerges in the interpretation of Wittgenstein. Questions concerning rule‐following, language and society are then turned towards political philosophy, specifically with regard to John Rawls. The discussion examines the idea of the social contract, the nature of moral reasoning and the possibility of our lives' being above reproach, as well as Rawls's criticisms of Nietzschean perfectionism. This lays the way (...)
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  24.  12
    Hearing Things: Voice and Method in the Writing of Stanley Cavell.Timothy Gould - 1998 - University of Chicago Press.
    Hearing Things is the first work to treat systematically the relation between Cavell's pervasive authorial voice and his equally powerful, though less discernible, impulse to produce a set of usable philosophical methods.
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  25.  28
    Contending with Stanley Cavell.Stanley Cavell & Russell B. Goodman (eds.) - 2005 - Oxford University Press.
    Stanley Cavell has been a brilliant, idiosyncratic, and controversial presence in American philosophy, literary criticism, and cultural studies for years. Even as he continues to produce new writing of a high standard -- an example of which is included in this collection -- his work has elicited responses from a new generation of writers in Europe and America. This collection showcases this new work, while illustrating the variety of Cavell's interests: in the "ordinary language" philosophy of Wittgenstein and Austin, (...)
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  26.  43
    Theology, Science, and Postmodernism: Responding to Stanley Grenz.Edwin C. Laurenson - 2000 - Zygon 35 (4):907-918.
  27.  18
    A import'ncia do Jesus Histórico para Paulo, a partir de 2 Coríntios 4,10-12.Rafael Antonio Faraone Dutra - 2016 - Revista de Teologia 10 (18):145-155.
    The identity of the historical Jesus has been object of a constant study and investigation. Throughout history new discoveries and statements have been made, some to cooperate and assist with the Christian faith, which profess Jesus as Lord and Savior; others, however, in order to extricate the Christ of faith presented by the Gospels, from the historical Jesus. This issue is so old that takes theologians and scholars to deeply dig in search for information, having as one of the references, (...)
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  28.  43
    The Possibility of Justice: The Work of Paulo Freire and Difference.Claudia Rozas - 2007 - Studies in Philosophy and Education 26 (6):561-570.
  29.  50
    Review of Richard Eldridge (Ed.), Stanley Cavell[REVIEW]Steven G. Affeldt - 2003 - Notre Dame Philosophical Reviews 2003 (11).
    Including the substantial Introduction by Richard Eldridge, this volume consists of nine previously unpublished essays each of which focuses upon a single region of Cavell’s work. While the scope of the issues considered in the volume can be only incompletely indicated by listing the regions addressed, they include: ethics, philosophy of action, the normativity of language, aesthetics and modernism, American philosophy, Shakespeare, film, television, and opera, and the relation of Cavell’s work to German philosophy and Romanticism. The volume also contains (...)
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  30.  15
    Paulo e a Lei: A Torah de Israel, de Jesus, de Paulo: mais do que Lei, Instrução, Caminho de Vida, e que conduz ao Messias.Fernando Gross - 2016 - Revista de Teologia 10 (17):17-27.
    By studying the new perspectives offered on Paul, this article proposes to revise some of them emphasizing Jewish information on the Torah, rescuing to the great Greek-Roman theologian native of Tarsus, how much there is of Judaism on Paul, overcoming a forensic unilateral view to understand his thoughts about the Torah. The Torah is good, holy and leads to the Christ!
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  31. Genetic Philosophy of Education an Epitome of the Published Educational Writings of President G. Stanley Hall of Clark University.G. E. Partridge - 1925 - Macmillan.
  32.  49
    Education, Literacy, and Humanization: Exploring the Work of Paulo Freire.Peter Roberts - 2000 - Bergin & Garvey.
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  33. Stanley Cavell: Skepticism, Subjectivity, and the Ordinary.Espen Hammer - 2002 - Polity.
    Stanley Cavell is a leading figure in American philosophy and one of the most exhilarating and wide-ranging intellectuals of our time. In this book Espen Hammer offers a lucid and thorough account of the development of Cavell's work, from his early writings on ordinary language philosophy and skepticism to his most recent contributions to film studies, literary theory, romanticism, ethics, and politics. The book traces the many lines of skepticism occurring in Cavell's work and shows how they amount to (...)
     
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  34. Rolf Kühn, Innere Gewissheit und lebendiges Selbst. Grundzuege der Lebens-phaenomenologie; John Wrae Stanley, Die gebrochene Tradition. Zur Genese der philosophischen Hermeneutik Hans-Georg Gadamers; Gisbert Hoffmann, Heideggers Phaenomenologie. Bewusstsein - Reflexion - Selbst (Ich) und Zeit im Fruehwerk; Dean Komel (Hg.), Kunst und Sein. Beitraege zur Phaenomenologischen aesthetik und Aletheiologie. [REVIEW]Gabrielle Dufour-Kowalska, Radegundis Stolze, Antonio Cimino & Mădălina Diaconu - 2007 - Studia Phaenomenologica 7:555-567.
    Rolf KÜHN, Innere Gewißheit und lebendiges Selbst. Grundzüge der Lebens-phänomenologie ; John Wrae STANLEY, Die gebrochene Tradition. Zur Genese der philosophischen Hermeneutik Hans-Georg Gadamers ; Gisbert HOFFMANN, Heideggers Phänomenologie. Bewusstsein — Reflexion — Selbst und Zeit im Früh werk ; Dean KOMEL, Kunst und Sein. Beiträge zur Phänomenologischen Ästhetik und Aletheiologie.
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  35. Liberating Praxis: Paulo Freire's Legacy for Radical Education and Politics.Peter Mayo - 2004 - Praeger Publishers.
    Paulo Freire : the educator, his oeuvre, and changing contexts -- Holistic interpretations of Freire's work : a critical review -- Critical literacy, praxis, and emancipatory politics -- "Remaining on the same side of the river" : neo-liberalism, party movements, and the struggle for greater coherence -- Reinventing Freire in a Southern context : the Mediterranean -- Engaging with practice : a Freirean reflection on different pedagogical sites.
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  36.  8
    Paulo Freire’s Ideas as an Alternative to Higher Education Neo-Liberal Reforms in Latin America.Oscar Espinoza - 2017 - Journal of Moral Education 46 (4):435-448.
    This article examines the principal arguments found in the work of Paulo Freire concerning policy and ethics in the field of higher education in Latin America. It critically analyzes the university reform in Latin America dominated by the thought and practice promoted by various international financial institutions beginning in the 1980s and then looks at the feasibility of an alternative Freirian view. The work of Paulo Freire celebrated the liberating role that public university education should play in the (...)
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  37. How to Understand Contextualism About Vagueness: Reply to Stanley.Diana Raffman - 2005 - Analysis 65 (3):244–248.
    accounts in general, contrary to what he seems to think. Stanley’s discussion concerns the dynamic or ‘forced march’ version of the sorites, viz. the version framed in terms of the judgments that would be made by a competent speaker who proceeds step by step along a sorites series for a vague predicate ‘F’. According to Stanley, the contextualist treatment of the paradox is based on the idea that the speaker shifts the content of the predicate whenever necessary to (...)
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  38.  60
    Ourselves in Translation: Stanley Cavell and Philosophy as Autobiography.Naoko Saito - 2009 - Journal of Philosophy of Education 43 (2):253-267.
    This paper offers a different approach to writing about oneself—Stanley Cavell's idea of philosophy as autobiography. In Cavell's understanding, the acknowledgement of the partiality of the self is an essential condition for achieving the universal. In the apparently paradoxical combination of the 'philosophical' and the 'autobiographical', Cavell shows us a way of focusing on the self and yet always transcending the self. The task requires, however, a reconstruction of the notions of philosophy and autobiography, and at the same time (...)
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  39.  21
    Stanley Cavell and the Education of Grownups.Naoko Saito & Paul Standish (eds.) - 2011 - Fordham University Press.
    This book takes Stanley Cavell's much-quoted, yet enigmatic phrase as the provocation for a series of explorations into themes of education that run throughout his work - through his response to Wittgenstein, Austin and ordinary language ...
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  40.  69
    Critical Notice of Jason Stanley’s How Propaganda Works.Eric Swanson - 2017 - Mind 126 (503):937-947.
    © Swanson 2017How Propaganda Works is a brilliant, rich, and wide-ranging exploration of the interactions between ideology, inequality, democracy and propaganda. Read as a piece of analytic political philosophy, it is radical, arguing for bold theses about democracy: legitimate democratic deliberation, Stanley contends, requires not only political equality but also substantive material equality. Read as a piece of analytic epistemology and philosophy of language, it is more modest, but nevertheless very compelling, extending well-established work in fascinating but methodologically conservative (...)
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  41. William Stanley Jevons and the Making of Modern Economics.Harro Maas - 2005 - Cambridge University Press.
    The Victorian polymath William Stanley Jevons is generally and rightly venerated as one of the great innovators of economic theory and method in what came to be known as the 'marginalist revolution'. This book is an investigation into the cultural and intellectual resources that Jevons drew upon to revolutionize research methods in economics. Jevons's uniform approach to the sciences was based on a firm belief in the mechanical constitution of the universe and a firm conviction that all scientific knowledge (...)
     
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  42.  78
    Wendell Stanley's Dream of a Free-Standing Biochemistry Department at the University of California, Berkeley.Angela N. H. Creager - 1996 - Journal of the History of Biology 29 (3):331-360.
    Scientists and historians have often presumed that the divide between biochemistry and molecular biology is fundamentally epistemological.100 The historiography of molecular biology as promulgated by Max Delbrück's phage disciples similarly emphasizes inherent differences between the archaic tradition of biochemistry and the approach of phage geneticists, the ur molecular biologists. A historical analysis of the development of both disciplines at Berkeley mitigates against accepting predestined differences, and underscores the similarities between the postwar development of biochemistry and the emergence of molecular biology (...)
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  43. Paulo Freire.Kim Díaz - 2018 - Internet Encyclopedia of Philosophy.
    Paulo Freire Paulo Freire was one of the most influential philosophers of education of the twentieth century. He worked wholeheartedly to help people both through his philosophy and his practice of critical pedagogy. A native of Brazil, Freire's goal was to eradicate illiteracy among people from previously colonized countries and continents. His insights were … Continue reading Paulo Freire →.
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  44. Skepticism and Perceptual Faith: Henry David Thoreau and Stanley Cavell on Seeing and Believing.Rick Anthony Furtak - 2007 - Transactions of the Charles S. Peirce Society 43 (3):542 - 561.
    : Thoreau's journal contains a number of passages which explore the nature of perception, developing a response to skeptical doubt. The world outside the human mind is real, and there is nothing illusory about its perceived beauty and meaning. In this essay, I draw upon the work of Stanley Cavell (among others) in order to frame Thoreau's reflections within the context of the skeptical questions he seeks to address. Value is not a subjective projection, but it also cannot be (...)
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  45. Hegel: a ordem do tempo. São Paulo: Hucitec.Paulo Eduardo Arantes - forthcoming - Polis.
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  46. Stanley Cavell and Philosophy as Translation: The Truth is Translated.Naoko Saito & Paul Standish (eds.) - 2017 - Rowman & Littlefield International.
    This book explores the idea of translation as a philosophical theme and as an important feature of philosophy and practical life, in the context of a searching examination of aspects of the work of Stanley Cavell. Furthermore it demonstrates the broader significance of these philosophical questions for education and life as a whole.
     
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  47.  4
    The Moral in Paulo Freire’s Educational Work: What Moral Education Can Learn From Paulo Freire.Wiel Veugelers - 2017 - Journal of Moral Education 46 (4):412-421.
    The Brazilian pedagogue Paulo Freire had a great influence on theory and practice of education across the world. Freire presented his theory and work as educational and political, not as moral. In this article, the legacy of Paulo Freire will be analysed from a moral education perspective. Nine pedagogical principles will be presented and the changes he contributed in different academic disciplines will be analysed. We conclude that in particular, his focus on social justice, empowerment and transformation can (...)
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  48.  50
    Reconsidering Emancipatory Education: Staging a Conversation Between Paulo Freire and Jacques Rancière.Sarah Galloway - 2012 - Educational Theory 62 (2):163-184.
    In this essay Sarah Galloway considers emancipation as a purpose for education through examining the theories of Paulo Freire and Jacques Rancière. Both theorists are concerned with the prospect of distinguishing between education that might socialize people into what is taken to be an inherently oppressive society and education with emancipation as its purpose. Galloway reconstructs the theories in parallel, examining the assumptions made, the processes of oppression described, and the movements to emancipation depicted. In so doing, she argues (...)
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  49.  4
    Ravecca, Paulo. . The Politics of Political Science. Re-Writing Latin American Experiences. New York, Estados Unidos de América: Routledge. 275 p. [REVIEW]David Cardozo Santiago - 2019 - Las Torres de Lucca. International Journal of Political Philosophy 8 (15):251-256.
    “La política es la continuación de la guerra por otros medios.” Así rezaba la inversión del clásico aforismo de Clausewitz pronunciada por Michel Foucault en su curso del Collège de France 1975-1976 y ahondaba: “la política es la sanción y la prórroga del desequilibrio de fuerzas manifestado en la guerra”. Esta concepción agonística de la política es el suelo sobre el que se levanta The politics of political science. Re-Writing Latin American Experiences, de Paulo Ravecca, quien no duda en (...)
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    Sitting in the Waiting Room: Paulo Freire and the Critical Turn in the Field of Education.Isaac Gottesman - 2010 - Educational Studies: Journal of the American Educational Studies Association 46 (4):376-399.
    Although it is commonly assumed that Paulo Freire was widely influential in the field of education in the United States immediately upon publication of his classic work, Pedagogy of the Oppressed, in 1970, the historical evidence indicates otherwise. In fact, Freire's work only began to gain wide reception in the field in the mid- and late 1980s. In the process of charting a new history of the reception of Freire's work in the field, this historical article illuminates contemporary issues (...)
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