Results for 'Steinar Strøm'

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  1.  9
    That’s Not Very Deleuzian”: Thoughts on Interrupting the Exclusionary Nature of “High Theory.Kathryn J. Strom - 2018 - Educational Philosophy and Theory 50 (1):104-113.
    In the following essay, I discuss my own uneasy and nonlinear journey from the classroom to Deleuze, describing the concepts and lines of thought that have been productive in thinking differently about teaching and teacher education. I also detail my encounters with the surprising orthodoxies of using Deleuzian/Deleuzoguattarian thought. From these, I suggest that ‘being Deleuzian’ is itself a molar line that serves as an exclusionary mechanism, working to preserve high theory for the use of only a select few. Instead, (...)
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  2. Book Review: Reformation Christianity: A People's History of Christianity, Vol. 5Reformation Christianity: A People's History of Christianity, Vol. 5edited byMathesonPeterFortress, Minneapolis. 2007. 306 Pp. $35.00 . ISBN 978-0-8006-3415-5. [REVIEW]Jonathan Strom - 2008 - Interpretation: A Journal of Bible and Theology 62 (4):450-452.
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  3.  7
    Energy Transduction Anchors Genes in Organelles.John F. Allen, Sujith Puthiyaveetil, Jörgen Ström & Carol A. Allen - 2005 - Bioessays 27 (4):426-435.
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  4. Popular Anthropology : Dance, Race, and Katherine Dunham.Kirsten Strom - 2010 - In Renée M. Silverman (ed.), Popular Avant-Garde. Rodopi.
  5.  4
    After Postmodernism: Anti-Fascist Theories.Kathryn J. Strom - 2018 - Educational Philosophy and Theory 50 (14):1324-1325.
  6.  82
    On Squaring Some Circles of Logic.James J. Strom - 1977 - Analysis 37 (3):127 - 129.
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  7.  44
    Deviant Causal Chains, Knowledge of Reasons, and Akrasia.Gregory Strom - 2014 - Topoi 33 (1):67-76.
    I begin by refuting Davidson’s classic account of akrasia, which turns on a purported distinction between judging p and judging p “all things considered.” The upshot of this refutation is that an adequate account of akrasia must turn on a distinction between different ways in which the agent can make judgments about her practical reasons. On the account I propose, an akratic agent makes an existential judgment that there is some decisive practical reason to act in a certain way without (...)
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  8. Ten Standard Objections to Qualitative Research Interviews.K. Steinar - 1994 - Journal of Phenomenological Psychology 25 (2):147-173.
  9.  5
    The Models Among Us: Social Authority and Political ActivismMoving the Mountain: Women Working for Social ChangeA Generation of Women: Education in the Lives of Progressive Reformers.Berenice Fisher, Ellen Cantarow, Susan Gushee O'Malley, Sharon Hartman Strom & Ellen Condliffe Lagemann - 1981 - Feminist Studies 7 (1):100.
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  10.  14
    Visualizing the Emergent Structure of Children's Mathematical Argument.Dolores Strom, Vera Kemeny, Richard Lehrer & Ellice Forman - 2001 - Cognitive Science 25 (5):733-773.
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  11.  26
    “Avant‐Garde of What?”: Surrealism Reconceived as Political Culture.Kirsten Strom - 2004 - Journal of Aesthetics and Art Criticism 62 (1):37–49.
  12.  4
    The Inner City Classroom: Teacher Behaviors.Philip Lanch & Robert D. Strom - 1967 - British Journal of Educational Studies 15 (2):229.
  13. Working to Make a Difference: The Personal and Pedagogical Stories of Holocaust Educators Across the Globe.Alicja Bialecka, Sidney Bolkosky, Stephen Feinberg, Daniel Gaede, Ephraim Kaye, Marcia Littell, Marlene Silbert, Stephen Smith & Margot Stern Strom - 2002 - Lexington Books.
    This work is comprised of personal essays by some of the most noted Holocaust educators working in or with Holocaust museums, resource centers, or educational organizations across the globe.
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  14. Religions of Mankind Today and Yesterday.H. Ringgren, Å. V. Ström, J. C. G. Greig & N. L. Jensen - 1969 - Religious Studies 4 (2):308-311.
     
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  15. Tseyi' / Deep in the Rock: Reflections on Canyon de Chelly.Laura Tohe & Stephen E. Strom - 2005 - University of Arizona Press.
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  16.  21
    E. Thomas Strom & Angela K. Wilson : "Pioneers of Quantum Chemistry". [REVIEW]Kostas Gavroglu - 2015 - Hyle: International Journal for Philosophy of Chemistry 21 (1):61-63.
    Book Review of E. Thomas Strom & Angela K. Wilson : Pioneers of Quantum Chemistry, Washington/DC 2013.
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  17.  46
    Claire Strom: Making Catfish Bait Out of Government Boys: The Fight Against Cattle Ticks and the Transformation of the Yeoman South. [REVIEW]Mark V. Juhasz - 2011 - Journal of Agricultural and Environmental Ethics 24 (1):63-66.
    Claire Strom: Making Catfish Bait Out of Government Boys: The Fight Against Cattle Ticks and the Transformation of the Yeoman South Content Type Journal Article Pages 1-4 DOI 10.1007/s10806-010-9236-8 Authors Mark V. Juhasz, University of Guelph Rural Studies Programme, School of Environmental Design and Rural Development Guelph Ontario N1G 2W1 Canada Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863 Journal Volume Volume Journal Issue Volume.
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  18. 3D/4D Controversy: A Strom in a Teacup'.E. J. Lowe & Storrs McCall - 2006 - Noûs 40 (3):570-578.
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  19. InterViews: An Introduction to Qualitative Research Interviewing, by Steinar Kvale.G. L. Peterson - 1997 - Journal of Phenomenological Psychology 28 (2):297-299.
  20.  4
    Die Aufrichtigkeit, die einem Denken gegen den Strom entspringt.Francesco Alfieri - 2018 - Heidegger Studies 34:227-236.
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  21.  20
    Arthur Hübscher, "Denker Gegen den Strom: Schopenhauer Gestern - Morgen - Heute". [REVIEW]John Minnich - 1976 - Journal of the History of Philosophy 14 (2):241.
  22.  25
    Critical Notes on Clem. Al. Strom. VII.J. B. Mayor - 1895 - The Classical Review 9 (09):433-439.
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  23.  17
    H. Ringgren and Å. V. Ström, Religions of Mankind Today and Yesterday, Edit. J. C. G. Greig, Trans. N. L. Jensen. Pp. 426. 63s. [REVIEW]C. G. Williams - 1969 - Religious Studies 4 (2):308.
  24.  9
    Denker Gegen den Strom: Schopenhauer Gestern-Heute-Morgen. [REVIEW]Henry Walter Brann - 1974 - International Philosophical Quarterly 14 (3):378-380.
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  25.  13
    Critical Notes on Clem. Al. Strom. IV.J. B. Mayor - 1895 - The Classical Review 9 (02):97-105.
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  26.  15
    Critical Notes on Clem. Al. Strom V.J. B. Mayor - 1895 - The Classical Review 9 (04):202-206.
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  27.  14
    Critical Notes on Clem. Al. Strom. III.J. B. Mayor - 1894 - The Classical Review 8 (09):385-391.
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  28.  8
    Steinar Imsen, Ed., Rex Insularum: The King of Norway and His “Skattlands” as a Political System C. 1260–C. 1450. Bergen: Fagbokforlaget, 2014. Pp. 438; Many Color Figures and 39 Maps. NOK 599. ISBN: 978-82-321-0414-7. [REVIEW]Alexandra Sanmark - 2016 - Speculum 91 (3):796-798.
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  29.  14
    Art as an Amphibian Creature. Per Nilsson: The Amphibian Stand: A Philosophical Essay Concerning Research Processes in Fine Art. Umeå: H:Ström-Text & Kultur, 2009. 175 Pp. ISBN 978-91-7327-095-. [REVIEW]Stefán Snævarr - 2011 - Nordic Journal of Aesthetics 22 (40-41).
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  30.  12
    Critical Notes on Clem. Al. Strom. VI.J. B. Mayor - 1895 - The Classical Review 9 (06):297-302.
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  31.  6
    Am wilden Strom. Das Fremde und das Eigene.Dieter Harmening - 1998 - Perspektiven der Philosophie 24:359-375.
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  32. Gegen den strom, versuch eine selbstinterpretation.Norbert Hinske - 1986 - Filosofia Oggi 9 (1):59-70.
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  33.  1
    Projekt für Antwerpen: Stadt am Strom.Marcel Smets - 1995 - Topos: European Landscape Magazine 10:52-55.
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  34. Der Erlebnisstrom der Gemeinschaft Die Verknüpfung der Erlebnisse im Strom: Kausalität.Edith Stein - 1922 - Jahrbuch für Philosophie Und Phänomenologische Forschung 5:155.
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  35. Der Erlebnisstrom der Gemeinschaft Die Verknüpfung der Erlebnisse im Strom: Willenswirkung.Edith Stein - 1922 - Jahrbuch für Philosophie Und Phänomenologische Forschung 5:171.
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  36.  9
    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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  37. 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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  38. The Qualitative Research Interview.Steinar Kvale - 1983 - Journal of Phenomenological Psychology 14 (1-2):171-196.
  39. Ten Standard Objections to Qualitative Research Interviews.Steinar Kvale - 1994 - Journal of Phenomenological Psychology 25 (2):147-173.
    Qualitative research has tended to evoke rather stereotyped objections from the mainstream of social science. Ten standardized responses to the stimulus "qualitative research interview" are discussed: it is not scientific, not objective, not trustworthy, nor reliable, not intersubjective, not a formalized method, not hypothesis testing, not quantitative, not generalizable, and not valid. With the objections to qualitative interviews highly predictable, they may be taken into account when designing, reporting, and defending an interview study. As a help for new qualitative researchers, (...)
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  40.  57
    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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  41.  68
    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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  42. 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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  43.  12
    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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  44.  7
    The Democratic Duty to Educate Oneself.Steinar Bøyum - 2018 - Etikk I Praksis - Nordic Journal of Applied Ethics 2:129-141.
    I argue that democratic citizens have a duty to educate themselves politically. My argument proceeds in two stages. First, I establish a case for the moral importance of individual competence for voting, but also maintain that the substantial content of the required competence must remain open. I do this by way of an assessment of Jason Brennan's provocative defense of epistocracy. I try to show that there is no notion of political competence that can meet with reasonable agreement among citizens (...)
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  45.  38
    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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  46.  5
    Obligations in public philosophical discourse.Allen Alvarez, May Thorseth & Siri Granum Carson - 2018 - Etikk I Praksis - Nordic Journal of Applied Ethics 2:7-9.
    Four papers are included in this November 2018 special issue Open Section. First is by Bjørn Hofmann and Siri Granum Carson titled _Filosofiens rolle i det offentlige ordskiftet: Hvordan har debatten om sorteringssamfunnet i 2017 påvirket forholdet mellom filosofi og samfunn? En innholdsanalyse_. Second, _Provokativ offentlig filosofi_ by Aksel Braanen Sterri. Third, Steinar Bøyum’s _The Democratic Duty to Educate Oneself._ And fourth, Jonas Jakobsen and Kjersti Fjørtoft’s _In defence of moderate Inclusivism: Revisiting Rawls and Habermas._.
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  47.  2
    Leder.Steinar Bøyum & Espen Gamlund - 2019 - Norsk Filosofisk Tidsskrift 54 (1):5-5.
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  48.  3
    Family Ethics.Steinar Bøyum & Espen Gamlund - 2017 - Etikk I Praksis - Nordic Journal of Applied Ethics 11 (1):1.
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  49.  36
    The Temporality of Memory.Steinar Kvale - 1974 - Journal of Phenomenological Psychology 5 (1):7-31.
  50.  3
    Book Review: What Price Mental Health?: What Price Mental Health?: The Ethics and Politics of Priority Setting. [REVIEW]Kimberly Strom-Gottfried - 1996 - Journal of Law, Medicine and Ethics 24 (3):267-269.
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