Results for 'Steinar B��yum'

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  1.  89
    The Concept of Philosophical Education.Steinar Bøyum - 2010 - Educational Theory 60 (5):543-559.
    Strangely, the concept of philosophical education is not much in use, at least not as a philosophical concept. In this essay, Steinar Bøyum attempts to outline such a philosophical concept of philosophical education. Bøyum uses Plato's Allegory of the Cave, René Descartes's life of doubt, and Immanuel Kant's criticism of metaphysics as paradigms or defining examples of this concept. Bøyum's aim in this essay is not exegetical; rather, he hopes to describe these examples in a way that will let (...)
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  2.  1
    The Concept of Philosophical Education.Steinar Bøyum - 2010 - Educational Theory 60 (5):543-559.
    Strangely, the concept of philosophical education is not much in use, at least not as a philosophical concept. In this essay, Steinar Bøyum attempts to outline such a philosophical concept of philosophical education. Bøyum uses Plato's Allegory of the Cave, René Descartes's life of doubt, and Immanuel Kant's criticism of metaphysics as paradigms or defining examples of this concept. Bøyum's aim in this essay is not exegetical; rather, he hopes to describe these examples in a way that will let (...)
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  3. Philosophical Allegories in Rousseau.Steinar Bøyum - 2007 - Philosophy and Literature 31 (1):67-78.
    We usually think of philosophy as the production of theories and arguments. Yet there are other sides to philosophy, the recognition of which is necessary to understand its wider personal and cultural significance. Some of these sides are seldom acknowledged as philosophical at all, perhaps because literature has appropriated what professional philosophy unfortunately has lost. One philosophical activity often overlooked is the construction of philosophical allegories: to describe one's life in explicit philosophical terms or philosophically suggestive ways. Reading life allegorically (...)
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  4.  47
    Philosophy and Language Learning.Steinar Bøyum - 2007 - Studies in Philosophy and Education 26 (1):43-56.
    In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke's famous reading of Wittgenstein. Next, I explore how social-pragmatic readings, represented by Meredith Williams, attempt to answer the sceptical anxieties. Finally, drawing somewhat on Stanley Cavell, I try to resolve these issues by investigating what characteristically happens (...)
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  5.  11
    Wittgenstein, Social Views and Intransitive Learning.Steinar Bøyum - 2013 - Journal of Philosophy of Education 47 (3):491-506.
    Wittgenstein often refers to matters of learning, and there have been efforts to extract a social conception of learning from his writings. In the first half of this article, I look at three such efforts, those of Meredith Williams, Christopher Winch, and David Bakhurst, and I say why I think these efforts fail. As I go on to argue, though, there is a fairly trivial sense in which learning is a social rather than a psychological phenomenon: ordinarily, there are public (...)
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  6.  64
    Rawls’s Notion of the Political Conception as Educator.Steinar Bøyum - 2013 - European Journal of Political Theory 12 (2):136-152.
    This paper explores John Rawls’s strangely neglected notion, the political conception as educator, which captures how the public political culture can educate citizens. The aim is to elucidate both the idea itself and above all its function in Rawls’s Political Liberalism. After first surveying its main content and some historical parallels, the main body of the paper explores why Rawls places so much trust in the educative effect of institutions and, apparently, so little in schools. Along the way we shall (...)
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  7.  29
    What is a Political Theory of Education.Steinar Bøyum - 2008 - Nordic Journal Education:30-37.
    In the present essay, I attempt to develop a distinction between moral and political theories of education, inspired by the work of Amy Gutmann. The main idea is that whereas a moral theory of education gives an account of an ideal (or at least good) education, a political theory gives an account of how to structure education in a democracy where there is deep disagreement on what constitutes an ideal (or good) education. Unfortunately, we sometimes speak as though our moral (...)
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  8.  45
    The Concept of Philosophical Experience.Steinar Bøyum - 2008 - Metaphilosophy 39 (3):265–281.
    We often speak about religious experience, and sometimes we speak about metaphysical experience. Yet we seldom hear about philosophical experience. Is philosophy purely a matter of theories and theses, or does it have an experiential aspect? In this article, I argue for the following three claims. First, there is something we might call philosophical experience, and there is nothing mystical about it. Second, philosophical experiences are expressed in something quite similar to what Kant called "aesthetic judgements." Third, philosophical experiences are (...)
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  9.  37
    Words From Nowhere – Limits of Criticism.Steinar Bøyum - 2008 - Philosophical Investigations 31 (2):161–181.
    In the present essay, I aim to accentuate an analogy between the patterns of thought articulated by Berkeley's Hylas and those of Nagel in his philosophy of bats and aliens. The comparison has a critical purpose, with Philonous playing a role similar to that of Wittgenstein. I argue that Nagel's central claim comes down to statements that are marked by a peculiar form of emptiness. Towards the end, though, I will concede that this kind of Wittgensteinian criticism runs up against (...)
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  10.  6
    Thomas Piketty and the Justice of Education.Steinar Bøyum - 2016 - Journal of Philosophy of Education 50 (2):135-146.
    Thomas Piketty's Capital in the Twenty-First Century is best known for its documentation of increasing social inequality, but it also has a notable normative aspect. Although Piketty is far less clear on the normative level than on the empirical, his view of justice can be summarised as meritocratic luck egalitarianism. This leads him to condemn as unjust the fact that inheritance is once again becoming more important than education for determining social position. In this paper, I discuss whether Piketty's normative (...)
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  11.  1
    The Legitimacy of Critical Thinking.Steinar Bøyum - 2006 - Thinking: The Journal of Philosophy for Children 18 (1):31-39.
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  12.  2
    Sekundære uttryck-Ordenes ansikt og estetisk ekpressivitet.Steinar Bøyum - 2005 - Nordic Journal of Aesthetics 17 (31).
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  13. Philosophical Experience in Childhood.Steinar Bøyum - 2004 - Thinking (3).
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  14. Rawls Som Praktisk Filosof.Steinar Bøyum - 2010 - Norsk Filosofisk Tidsskrift 45 (3):187-198.
    John Rawls is often seen as the archetypal abstract Theoretician within political philosophy. Some will also find his theory utopian and rationalist, in the negative sense. In this paper, though, the aim is to demonstrate that Rawls’ political philosophy is deeply practical. This is done by an interpretation of three different elements in his thought: Philosophical method, the original position, and publicity. The interpretations of Richard Rorty and Burton Dreben are criticized, whereas the thought of Ludwig Wittgenstein, Pierre Hadot, and (...)
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  15. The Concept of Philosophical Experience.Steinar BØyum - 2008 - Metaphilosophy 39 (3):265-281.
    : We often speak about religious experience, and sometimes we speak about metaphysical experience. Yet we seldom hear about philosophical experience. Is philosophy purely a matter of theories and theses, or does it have an experiential aspect? In this article, I argue for the following three claims. First, there is something we might call philosophical experience, and there is nothing mystical about it. Second, philosophical experiences are expressed in something quite similar to what Kant called “aesthetic judgements.” Third, philosophical experiences (...)
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  16. The Legitimacy of Critical Thinking: Political Liberalism and Compulsory Schooling.Steinar Bøyum - 2007 - Thinking 18 (1).
    This essay examines the political-philosophical legitimacy of critical thinking as an aim of compulsory education. Although critical thinking is given an important role in Norwegian educational policy, the right to demand a critical attitude from all citizens has been extensively debated in political and pedagogical philosophy the last two decades. This debate stems in large part from the late work of John Rawls. In this essay, I start by stating the case for critical thinking as an educational aim, focusing on (...)
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  17. Å vite hva man tror- Selverkjennelse og førstepersonsautoritet hos Davidson, Hacker og Wittgenstein.Steinar Bøyum - 2009 - Norsk Filosofisk Tidsskrift 44 (1):65-75.
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  18.  7
    William Layher, Queenship and Voice in Medieval Northern Europe. (Queenship and Power.) New York: Palgrave-Macmillan, 2010. Pp. 237; B&W Figs. And Map. $84. ISBN: 9780230104655. [REVIEW]Steinar Imsen - 2012 - Speculum 87 (2):580-581.
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  19.  57
    Last Judgment: The Visionary Biology of J. B. S. Haldane. [REVIEW]Mark B. Adams - 2000 - Journal of the History of Biology 33 (3):457 - 491.
    This paper seeks to reinterpret the life and work of J. B. S. Haldane by focusing on an illuminating but largely ignored essay he published in 1927, "The Last Judgment" -- the sequel to his better known work, "Daedalus" (1924). This astonishing essay expresses a vision of the human future over the next 40,000,000 years, one that revises and updates Wellsian futurism with the long range implications of the "new biology" for human destiny. That vision served as a kind of (...)
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  20. On A- and B-Theoretic Elements of Branching Spacetimes.Matt Farr - 2012 - Synthese 188 (1):85-116.
    This paper assesses branching spacetime theories in light of metaphysical considerations concerning time. I present the A, B, and C series in terms of the temporal structure they impose on sets of events, and raise problems for two elements of extant branching spacetime theories—McCall’s ‘branch attrition’, and the ‘no backward branching’ feature of Belnap’s ‘branching space-time’—in terms of their respective A- and B-theoretic nature. I argue that McCall’s presentation of branch attrition can only be coherently formulated on a model with (...)
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  21.  89
    Do We Really Need a New B-Theory of Time?Francesco Orilia & L. Nathan Oaklander - 2015 - Topoi 34 (1):1-14.
    It is customary in current philosophy of time to distinguish between an A- (or tensed) and a B- (or tenseless) theory of time. It is also customary to distinguish between an old B-theory of time, and a new B-theory of time. We may say that the former holds both semantic atensionalism and ontological atensionalism, whereas the latter gives up semantic atensionalism and retains ontological atensionalism. It is typically assumed that the B-theorists have been induced by advances in the philosophy of (...)
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  22. Komitmen Organisasi: Karyawan Dengan Kepribadian Tipe a Dan Tipe B.Veronica Ruvina - 2010 - Phronesis (Misc) 9 (2).
    The aim of this study is to describe organizational commitment between type A personality’s and type B is personality’s workers on three companies. Organizational commitment is define as the degree of psychological identification with or attachment to the organization for which we work. Participant of this study was 108 workers from three different companies. Data was obtained by questionnaire and processed with SPSS for Windows ver. 12. Using Mann-Whitney independent t-test for non parametric, the result of organizational commitment U = (...)
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  23. Truth-Conditions, Truth-Bearers and the New B-Theory of Time.Stephan Torre - 2009 - Philosophical Studies 142 (3):325-344.
    In this paper I consider two strategies for providing tenseless truth-conditions for tensed sentences: the token-reflexive theory and the date theory. Both theories have faced a number of objections by prominent A-theorists such as Quentin Smith and William Lane Craig. Traditionally, these two theories have been viewed as rival methods for providing truth-conditions for tensed sentences. I argue that the debate over whether the token-reflexive theory or the date theory is true has arisen from a failure to distinguish between conditions (...)
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  24. The Fortune of Wells: Ida B. Wells-Barnett's Use of T. Thomas Fortune's Philosophy of Social Agitation as a Prolegomenon to Militant Civil Rights Activism. Curry - 2012 - Transactions of the Charles S. Peirce Society 48 (4):456-482.
    Jesus Christ may be regarded as the chief spirit of agitation and innovation. He himself declared, “I come not to bring peace, but a sword.” One cannot delve seriously into the centuries of activism and scholarship against racism, Jim Crowism, and the terrorism of lynching without encountering the legacies of Timothy Thomas Fortune and Ida B. Wells-Barnett. Black scholars from the 19th century to the present have been inspired by the sociological and economic works of Fortune and Wells. Scholars of (...)
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  25. Between Jadal and Burhān: Reading Post-Classical Islamic Intellectual History Through Ibn Ṭufeyl’s Novel Ḥayy B. Yaḳẓān.Mehmet Karabela - 2013 - JOURNAL OF THE FACULTY OF DIVINITY OF ANKARA UNIVERSITY 54 (2):77-93.
    This article opens a new discussion in the field of post-classical Islamic intellectual history by showing how literature and intellectual history are two inseparable and interdependent fields through an analysis of Ibn Ṭufayl’s novel, Ḥayy b. Yaqẓān. To this end, the article first examines the tension between the two concepts of jadal and burhān, which have affected much of the currents in classical Islamic intellectual history, and does so by assessing the three main figures in Ibn Ṭufayl’s novel: Ḥayy, Absāl (...)
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  26. 'Beyond A- and B-Time' Reconsidered.Natalja Deng - 2010 - Philosophia 38 (4):741-753.
    This article is a response to Clifford Williams’s claim that the debate between A- and B theories of time is misconceived because these theories do not differ. I provide some missing support for Williams’s claim that the B-theory includes transition, by arguing that representative B-theoretic explanations for why we experience time as passing (even though it does not) are inherently unstable. I then argue that, contra Williams, it does not follow that there is nothing at stake in the A- versus (...)
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  27. On Whether B-Theoretic Atheists Should Fear Death.Natalja Deng - 2015 - Philosophia 43 (4):1011-1021.
    In this paper I revisit a dispute between Mikel Burley and Robin Le Poidevin about whether or not the B-theory of time can give its adherents any reason to be less afraid of death. In ‘Should a B-theoretic atheist fear death?’, Burley argues that even on Le Poidevin’s understanding of the B-theory, atheists shouldn’t be comforted. His reason is that the prevalent B-theoretic account of our attitudes towards the past and future precludes treating our fear of death as unwarranted. I (...)
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  28. Objects in Time: Studies of Persistence in B-Time.Tobias Hansson Wahlberg - 2009 - Dissertation, Lund University
    This thesis is about the conceptualization of persistence of physical, middle-sized objects within the theoretical framework of the revisionary ‘B-theory’ of time. According to the B-theory, time does not flow, but is an extended and inherently directed fourth dimension along which the history of the universe is ‘laid out’ once and for all. It is a widespread view among philosophers that if we accept the B-theory, the commonsensical ‘endurance theory’ of persistence will have to be rejected. The endurance theory says (...)
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  29.  5
    Integrity of IKK/NF‐κB Shields Thymic Stroma That Suppresses Susceptibility to Autoimmunity, Fungal Infection, and Carcinogenesis.Feng Zhu & Yinling Hu - 2018 - Bioessays 40 (4):1700131.
    A pathogenic connection between autoreactive T cells, fungal infection, and carcinogenesis has been demonstrated in studies of human autoimmune polyendocrinopathy-candidiasis-ectodermal dystrophy as well as in a mouse model in which kinase-dead Ikkα knock-in mice develop impaired central tolerance, autoreactive T cell–mediated autoimmunity, chronic fungal infection, and esophageal squamous cell carcinoma, which recapitulates APECED. IκB kinase α is one subunit of the IKK complex required for NF-κB activation. IKK/NF-κB is essential for central tolerance establishment by regulating the development of medullary thymic (...)
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  30.  45
    The Role of Religious and Spiritual Values in Shaping Humanity (A Study of Dr. B.R. Ambedkar’s Religious Philosophy).Desh Raj Sirswal - 2016 - Milestone Education Review 7 (01):6-18.
    Values are an important part of human existence, his society and human relations. All social, economic, political, and religious problems are in one sense is reflection of this special abstraction of human knowledge. We are living in a globalized village and thinking much about values rather than practice of it. If we define religion and spirituality we can say that religion is a set of beliefs and rituals that claim to get a person in a right relationship with God, and (...)
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  31.  89
    Beyond “Beyond a- and B-Time”.Mikel Burley - 2006 - Philosophia 34 (4):411-416.
    This Article critically discusses Clifford Williams’ claim that the A-theory and B-theory of time are indistinguishable. I examine three considerations adduced by Williams to support his claim that the concept of time essentially includes transition as well as extension, and argue that, despite its prima facie plausibility, the claim has not been adequately justified. Williams therefore begs the question against the B-theorist, who denies that transition is essential. By Williams’ own lights, he ought to deny that the B-theory is a (...)
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  32.  46
    Endurance Per Se in B-Time.Tobias Hansson Wahlberg - 2009 - Metaphysica 10 (2):175-183.
    Three arguments for the conclusion that objects cannot endure in B-time even if they remain intrinsically unchanged are examined: Carter and Hestevolds enduring-objects-as-universals argument (American Philosophical Quarterly 31(4):269-283, 1994) and Barker and Dowe's paradox 1 and paradox 2 (Analysis 63(2):106-114, 2003, Analysis 65(1):69-74, 2005). All three are shown to fail.
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  33.  31
    A Nonconceptualist Reading of the B-Deduction.Roberto Horácio de Sá Pereira - 2017 - Philosophical Studies 174 (2):425-442.
    In this paper, I propose a new nonconceptual reading of the B-Deduction. As Hanna correctly remarks :399–415, 2011: 405), the word “cognition” has in both editions of the first Critique a wide sense, meaning nonconceptual cognition, and a narrow meaning, in Kant’s own words “an objective perception”. To be sure, Kant assumes the first meaning to account for why the Deduction is unavoidable. And if we take this meaning as a premise of the B-Deduction, then there is a gap in (...)
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  34.  62
    The Proof That the Standard Transformations of E and B Are Not the Lorentz Transformations.Tomislav Ivezić - 2003 - Foundations of Physics 33 (9):1339-1347.
    In this paper it is exactly proved that the standard transformations of the three-dimensional (3D) vectors of the electric and magnetic fields E and B are not relativistically correct transformations. Thence the 3D vectors E and B are not well-defined quantities in the 4D space-time and, contrary to the general belief, the usual Maxwell equations with the 3D E and B are not in agreement with the special relativity. The 4-vectors E a and B a , as well-defined 4D quantities, (...)
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  35.  59
    Beyond a-and B-Time.Clifford Williams - 2003 - Philosophia 31 (1-2):75-91.
    The common assumption in the debate between the A- and B-theories is that there is a difference between A- and B-time. A-time has been said to be characterized by a flow, whereas B-time has been said not to consist of a flow. This way of construing the debate, however, is mistaken. Both A- and B-time possess "flow" or transition. But if this is so, we need to ask how B-time flow differs from A-time flow. I argue that none of the (...)
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  36.  24
    B-Time Transition.Clifford Williams - 1998 - Philosophical Inquiry 20 (3-4):59-63.
    I argue that the proper way to think of the difference between A- and B-time is not as the difference between transition and the lack of transition, as is common, but as A-transition and B-transition. However, it is not evident what the difference is between these two kinds of transition. Thus, it is not evident what the difference is between A- and B-time.
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  37.  59
    B-Theory Old and New: On Ontological Commitment.Daniel M. Johnson - 2013 - Synthese 190 (17):3953-3970.
    The most important argument against the B-theory of time is the paraphrase argument. The major defense against that argument is the “new” tenseless theory of time, which is built on what I will call the “indexical reply” to the paraphrase argument. The move from the “old” tenseless theory of time to the new is most centrally a change of viewpoint about the nature and determiners of ontological commitment. Ironically, though, the new tenseless theorists have generally not paid enough sustained, direct (...)
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  38.  26
    Condition B Effects in Two Simple Steps.Floris Roelofsen - 2010 - Natural Language Semantics 18 (2):115-140.
    This paper is concerned with constraints on the interpretation of pronominal anaphora, in particular Condition B effects. It aims to contribute to a particular approach, initiated by Reinhart (Anaphora and semantic interpretation, 1983) and further developed elsewhere. It proposes a modification of Reinhart’s Interface Rule, and argues that the resulting theory compares favorably with others, while being compatible with independently motivated general hypotheses about the interaction between different interpretive mechanisms.
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  39. New Perspectives on Renaissance Thought Essays in the History of Science, Education and Philosophy ; in Memory of Charles B. Schmitt.John Henry, Sarah Hutton, Charles B. Schmitt & Istituto Italiano Per Gli Studi Filosofici - 1990
  40.  14
    “Do We Really Need Hepatitis B on the Second Day of Life?” Vaccination Mandates and Shifting Representations of Hepatitis B.Elena Conis - 2011 - Journal of Medical Humanities 32 (2):155-166.
    In the decade following hepatitis B vaccine’s 1981 approval, U.S. health officials issued evolving guidelines on who should receive the vaccine: first, gay men, injection drug users, and healthcare workers; later, hepatitis B-positive women’s children; and later still, all newborns. States laws that mandated the vaccine for all children were quietly accepted in the 1990s; in the 2000s, however, popular anti-vaccine sentiment targeted the shot as an emblem of immunization policy excesses. Shifting attitudes toward the vaccine in this period were (...)
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  41. W.E.B. Du Bois on Race and Culture Philosophy, Politics, and Poetics.Bernard W. Bell, Emily Grosholz & James B. Stewart - 1996
     
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  42. The Social Theory of W.E.B. Du Bois.W. E. B. Du Bois & Phil Zuckerman - 2004
  43. Reviewing the Covenant Eugene B. Borowitz and the Postmodern Renewal of Jewish Theology.Peter Ochs, Eugene B. Borowitz & Yudit Kornberg Greenberg - 2000
     
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  44. Dr. B.R. Ambedkar: The Maker of Modern India.Desh Raj Sirswal (ed.) - 2016 - Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS), Pehowa (Kurukshetra).
    Dr. B. R. Ambedkar is one of the most eminent intellectual figures of modern India. The present year is being celebrated as 125th Birth Anniversary of Dr. B. R. Ambedkar. Educationist and humanist from all over the world are celebrating 125th Birth Anniversary of Dr. B. R. Ambedkar by organizing various events and programmes. In this regard the Centre for Positive Philosophy and Interdiscipinary Studies (CPPIS) Pehowa (Kurukshetra) took an initiative to be a part of this mega event by organizing (...)
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  45. Dr. B.R. Ambedkar: A Modern Indian Philosopher.Desh Raj Sirswal - manuscript
    Dr. B.R. Ambedkar is one of the names who advocated to change social order of the age-old tradition of suppression and humiliation. He was an intellectual, scholar, statesman and contributed greatly in the nation building. He led a number of movements to emancipate the downtrodden masses and to secure human rights to millions of depressed classes. He has left an indelible imprint through his immense contribution in framing the modern Constitution of free India. He stands as a symbol of struggle (...)
     
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  46. Proceedings of the One Day Faculty Development Programme on Dr. B.R. Ambedkar, Indian Constitution and Indian Society.Desh Raj Sirswal - 2016 - CPPIS.
    To follow the legacy of Dr. B.R. Ambedkar, a RUSA Sponsored One-Day Facutly Development Programme on “Dr. B.R. Ambedkar, Indian Constitution and Indian Society” organised by the Department of Philosophy and P.G. Department of Public Administation held on 20th January, 2016 was a creative and fruitful effort to bring together the scholars and academicians from several disciplines to participate in the deliberations related to the conceptual understanding and insights of the philosophy of Dr. B.R. Ambedkar.
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  47. Kant, Non-Conceptual Content, and the 'Second Step' of the B-Deduction.Dennis Schulting - 2012 - Kant Studies Online:51-92.
    This article is a modified version in translation of the original Dutch version that appeared in Tijdschrift voor Filosofie 4 (2010) / * This article has been updated and improved and appears now in the definitive version in my book Kant's Radical Subjectivism, chapter 5. Please refer to that chapter, rather than to this article.
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  48. Remarks on R. B. Perry's Portrait of William James.Horace Meyer Kallen - 1937 - Philosophical Review 46 (1):68-78.
    Kallen's review of Ralph Barton Perry (1935) The Thought and Character of William James--in which he offers a pointed criticism.
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  49.  86
    Retelling Experiments: H.B.D. Kettlewell's Studies of Industrial Melanism in Peppered Moths. [REVIEW]Joel B. Hagen - 1999 - Biology and Philosophy 14 (1):39-54.
    H. B. D. Kettlewell's field experiments on industrial melanism in the peppered moth, Biston betularia, have become the best known demonstration of natural selection in action. I argue that textbook accounts routinely portray this research as an example of controlled experimentation, even though this is historically misleading. I examine how idealized accounts of Kettlewell's research have been used by professional biologists and biology teachers. I also respond to some criticisms of David Rudge to my earlier discussions of this case study, (...)
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  50. B.F. Skinner on Freedom, Dignity, and the Explanation of Behavior.Robert N. Audi - 1976 - Behaviorism 4 (2):163-186.
     
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