Results for 'Stephen E. Rosenbaum'

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  1. How to Be Dead and Not Care: A Defense of Epicurus.Stephen E. Rosenbaum - 1986 - American Philosophical Quarterly 23 (2):217 - 225.
  2. The symmetry argument: Lucretius against the fear of death.Stephen E. Rosenbaum - 1989 - Philosophy and Phenomenological Research 50 (2):353-373.
  3.  5
    Berkeley's World of Ideas.Stephen E. Rosenbaum - 1985 - History of Philosophy Quarterly 2 (4):421 - 434.
  4.  19
    Epicurean Moral Theory.Stephen E. Rosenbaum - 1996 - History of Philosophy Quarterly 13 (4):389 - 410.
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  5.  16
    Richard Bett.Stephen E. Rosenbaum - 1990 - The Monist 73 (1).
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  6. Epicurus on Pleasure and the Complete Life.Stephen E. Rosenbaum - 1990 - The Monist 73 (1):21-41.
    The popular impression of Epicurean hedonism is that it advocates a life of sensual delights. Scholars know, however, that this impression is mistaken, both because of the overall conceptual structure of Epicurus’ ethics and because Epicurus prominently and repeatedly expressed such ideas as this.
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  7.  3
    7. How to Be Dead and Not Care: A Defense of Epicurus.Stephen E. Rosenbaum - 1993 - In John Martin Fischer (ed.), The Metaphysics of death. Stanford University Press. pp. 117-134.
  8. Confrontations with the Reaper: A Philosophical Study of the Nature and Value of Death.Stephen E. Rosenbaum - 1995 - Philosophy and Phenomenological Research 55 (1):233-236.
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  9.  58
    Appraising death in human life: Two modes of valuation.Stephen E. Rosenbaum - 2000 - Midwest Studies in Philosophy 24 (1):151–171.
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  10.  51
    Chisholm on evidence and epistemic priority.Stephen E. Rosenbaum - 1978 - Philosophia 7 (3-4):461-475.
  11.  1
    15. Epicurus and Annihilation.Stephen E. Rosenbaum - 1993 - In John Martin Fischer (ed.), The Metaphysics of death. Stanford University Press. pp. 291-304.
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  12.  48
    Reviving the isolation argument.Stephen E. Rosenbaum - 1985 - Philosophical Studies 48 (2):241 - 248.
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  13.  7
    Confrontations with the Reaper. [REVIEW]Stephen E. Rosenbaum - 1995 - Philosophy and Phenomenological Research 55 (1):233-237.
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  14.  31
    Confrontations with the Reaper. [REVIEW]Stephen E. Rosenbaum - 1995 - Philosophy and Phenomenological Research 55 (1):233-237.
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  15.  19
    Life, Death, and Meaning: Key Philosophical Readings on the Big Questions.Margaret A. Boden, Richard B. Brandt, Peter Caldwell, Fred Feldman, John Martin Fischer, Richard Hare, David Hume, W. D. Joske, Immanuel Kant, Frederick Kaufman, James Lenman, John Leslie, Steven Luper-Foy, Michaelis Michael, Thomas Nagel, Robert Nozick, Derek Parfit, George Pitcher, Stephen E. Rosenbaum, David Schmidtz, Arthur Schopenhauer, David B. Suits, Richard Taylor & Bernard Williams - 2004 - Rowman & Littlefield Publishers.
    Do our lives have meaning? Should we create more people? Is death bad? Should we commit suicide? Would it be better if we were immortal? Should we be optimistic or pessimistic? Life, Death, and Meaning brings together key readings, primarily by English-speaking philosophers, on such 'big questions.'.
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  16.  17
    Life, Death, and Meaning: Key Philosophical Readings on the Big Questions.David Benatar, Margaret A. Boden, Peter Caldwell, Fred Feldman, John Martin Fischer, Richard Hare, David Hume, W. D. Joske, Immanuel Kant, Frederick Kaufman, James Lenman, John Leslie, Steven Luper, Michaelis Michael, Thomas Nagel, Robert Nozick, Derek Parfit, George Pitcher, Stephen E. Rosenbaum, David Schmidtz, Arthur Schopenhauer, David B. Suits, Richard Taylor, Bruce N. Waller & Bernard Williams (eds.) - 2004 - Lanham: Rowman & Littlefield Publishers.
    Do our lives have meaning? Should we create more people? Is death bad? Should we commit suicide? Would it be better to be immortal? Should we be optimistic or pessimistic? Since Life, Death, and Meaning: Key Philosophical Readings on the Big Questions first appeared, David Benatar's distinctive anthology designed to introduce students to the key existential questions of philosophy has won a devoted following among users in a variety of upper-level and even introductory courses.
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  17. The Uses of Argument.Stephen E. Toulmin - 1958 - Philosophy 34 (130):244-245.
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  18. Motor Control: Models.Liana E. Brown & David A. Rosenbaum - 2002 - In Lynn Nadel (ed.), The Encyclopedia of Cognitive Science. Macmillan.
     
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  19. The Property Objection and the Principle of Identity.Stuart E. Rosenbaum - 1977 - Philosophical Studies 32 (2):155-164.
    James cornman and r routley and v macrae have argued that the principle of identity (alias leibniz's law) is inconsistent with certain plausible and widely accepted identity statements; e.G., "the temperature of a gas is identical with the mean kinetic energy of the molecules of the gas." they argue on this ground that the principle of identity should be modified to remove this appearance of inconsistency. The requisite modification however, Removes whatever "metaphysical teeth" the unmodified version might have had. I (...)
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  20. Color, consciousness, and the isomorphism constraint.Stephen E. Palmer - 1999 - Behavioral and Brain Sciences 22 (6):923-943.
    The relations among consciousness, brain, behavior, and scientific explanation are explored in the domain of color perception. Current scientific knowledge about color similarity, color composition, dimensional structure, unique colors, and color categories is used to assess Locke.
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  21.  1
    Reason and Desire in Motivation.Stuart E. Rosenbaum - 1982 - Philosophical Topics 13 (9999):87-92.
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  22.  24
    The source of belief bias effects in syllogistic reasoning.Stephen E. Newstead, Paul Pollard, Jonathan StB. T. Evans & Julie L. Allen - 1992 - Cognition 45 (3):257-284.
  23.  26
    The source of belief bias effects in syllogistic reasoning.Stephen E. Newstead, Paul Pollard, Jonathan St B. T. Evans & Julie L. Allen - 1992 - Cognition 45 (3):257-284.
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  24.  65
    Bergson, perception and Gibson.Stephen E. Robbins - 2000 - Journal of Consciousness Studies 7 (5):23-45.
    Bergson's 1896 theory of perception/memory assumed a framework anticipating the quantum revolution in physics, the still unrealized implications of this framework contributing to the large neglect of Bergson today. The basics of his model are explored, including the physical concepts he advanced before the crisis in classical physics, his concept of perception as ‘virtual action’ with its relativistic implications, and his unique explication of the subject/object relationship. All form the basis for his solution to the ‘hard’ problem. The relation between (...)
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  25.  12
    The team teaching of business ethics in a weekly semester long format.Stephen E. Loeb & Daniel T. Ostas - 2000 - Teaching Business Ethics 4 (3):225-238.
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  26. Performing „Antigone “in the Twenty-First Century.Stephen E. Wilmer - 2010 - In S. E. Wilmer & Audrone Zukauskaite (eds.), Interrogating Antigone in Postmodern Philosophy and Criticism. Oxford University Press. pp. 379.
  27. Money as tool, money as drug: The biological psychology of a strong incentive.Stephen E. G. Lea & Paul Webley - 2006 - Behavioral and Brain Sciences 29 (2):161-209.
    Why are people interested in money? Specifically, what could be the biological basis for the extraordinary incentive and reinforcing power of money, which seems to be unique to the human species? We identify two ways in which a commodity which is of no biological significance in itself can become a strong motivator. The first is if it is used as a tool, and by a metaphorical extension this is often applied to money: it is used instrumentally, in order to obtain (...)
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  28.  24
    A business ethics experiential learning module: The Maryland business school experience.Stephen E. Loeb & Daniel T. Ostas - 1997 - Teaching Business Ethics 1 (1):21-32.
  29.  27
    Can the repeated prisoner's dilemma game be used as a tool to enhance moral reasoning?Stephen E. Rau & James Weber - 2003 - Teaching Business Ethics 7 (4):395-416.
  30.  12
    Clone Being: Exploring the Psychological and Social Dimensions.Stephen E. Levick - 2003 - Rowman & Littlefield Publishers.
    Marshalling psychological and sociological theory and research, and drawing upon extensive clinical experiences as a psychiatrist and psychotherapist, the author explores the various dimensions of cloning. Clone Being attempts to anticipate possible consequences for a clone, his or her 'parents' and family, and society.
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  31.  2
    The Knower and the Known: Physicalism, Dualism, and the Nature of Intelligibility.Stephen E. Parrish - 2013 - South Bend, Indiana: St. Augustine's Press.
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  32.  34
    The Limits of Influence: Psychokinesis and the Philosophy of Science.Stephen E. Braude (ed.) - 1986 - New York: Routledge and Kegan Paul.
    The Limits of Influence is a detailed examination and defense of the evidence for largescale-psychokinesis . It examines the reasons why experimental evidence has not, and perhaps cannot, convince most skeptics that PK is genuine, and it considers why traditional experimental procedures are important to reveal interesting facts about the phenomena.
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  33. Meditation on a mousetrap: On consciousness and cognition, evolution, and time.Stephen E. Robbins - 2012 - Journal of Mind and Behavior 33 (1):69.
    Evolutionary theory has yet to offer a detailed model of the complex transitions from a living system of one design to another of more advanced, or simply different, design. Hidden within the writings of evolution's expositors is an implicit appeal to AI-like processes operating within the "cosmic machine" that has hitherto been evolving the plethora of functional living systems we observe. In these writings, there is disturbingly little understanding of the deep problems involved, resting as they do in the very (...)
     
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  34.  66
    The evaluation of “outcomes” of accounting ethics education.Stephen E. Loeb - 1991 - Journal of Business Ethics 10 (2):77 - 84.
    This article explores five important issues relating to the evaluation of ethics education in accounting. The issues that are considered include: (a) reasons for evaluating accounting ethics education (see Caplan, 1980, pp. 133–35); (b) goal setting as a prerequisite to evaluating the outcomes of accounting ethics education (see Caplan, 1980, pp. 135–37); (c) possible broad levels of outcomes of accounting ethics education that can be evaluated; (d) matters relating to accounting ethics education that are in need of evaluation (see Caplan, (...)
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  35.  11
    A biological theory of reinforcement.Stephen E. Glickman & Bernard B. Schiff - 1967 - Psychological Review 74 (2):81-109.
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  36.  43
    Conditional reasoning with realistic material.Stephen E. Newstead - 1997 - Thinking and Reasoning 3 (1):49 – 76.
    Four experiments are reported which investigated the types of truth tables that people associate with conditional sentences and the kinds of inferences that they will draw from them. The present studies differed from most previous ones in using different types of content in the conditionals, for example promises and warnings. It was found that the type of content had a strong and consistent effect on both truth tables and inferences. It is suggested that this is because in real life conditionals (...)
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  37.  38
    Beyond Autotelic Play.Stephen E. Schmid - 2011 - Journal of the Philosophy of Sport 38 (2):149-166.
    In the Philosophy of Sport literature, play has been widely conceived, in whole or part, as an autotelic activity; that is, an activity pursued for intrinsic factors. I examine several versions of the conception of play as an autotelic activity. Given these different accounts, I raise the question whether the concept of autotelic play is tenable. I examine three possibilities: (i) accept the concept of autotelic play and reject the possibility of satisfying the conditions for play activities; (ii) accept the (...)
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  38.  29
    Reconsidering Autotelic Play.Stephen E. Schmid - 2009 - Journal of the Philosophy of Sport 36 (2):238-257.
  39.  78
    Brain and language: A commentary.Stephen E. Toulmin - 1971 - Synthese 22 (3-4):369-395.
  40.  35
    ESP and Psychokineses: A Philosophical Examination.Stephen E. Braude - 1979 - Temple University Press.
    This work was the first sustained philosophical study of psychic phenomena to follow C.D. Broad's LECTURES ON PSYCHICAL RESEARCH, written nearly twenty years ...
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  41.  18
    The Intelligibility of Practical Reasoning.Stephen E. Norris - 1975 - American Philosophical Quarterly 12 (1):77 - 84.
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  42.  48
    The Evolutionary Development of Natural Science.Stephen E. Toulmin - 2009 - In Michael Ruse (ed.), Philosophy After Darwin: Classic and Contemporary Readings. Princeton University Press. pp. 177-189.
  43. Philosophizing into the void : an introduction to Climbing, philosophy for everyone.Stephen E. Schmid - 2010 - In Climbing - Philosophy for Everyone: Because It's There. Wiley-Blackwell.
     
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  44.  47
    On time, memory and dynamic form.Stephen E. Robbins - 2004 - Consciousness and Cognition 13 (4):762-788.
    A common approach to explaining the perception of form is through the use of static features. The weakness of this approach points naturally to dynamic definitions of form. Considering dynamical form, however, leads inevitably to the need to explain how events are perceived as time-extended—a problem with primacy over that even of qualia. Optic flow models, energy models, models reliant on a rigidity constraint are examined. The reliance of these models on the instantaneous specification of form at an instant, t, (...)
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  45. Self-knowledge and knowledge of self.Stephen E. Toulmin - 1977 - In Theodore Mischel (ed.), The Self: Psychological and Philosophical Issues. Blackwell. pp. 185--214.
  46. Bergson and the holographic theory of mind.Stephen E. Robbins - 2006 - Phenomenology and the Cognitive Sciences 5 (3-4):365-394.
    Bergson’s model of time (1889) is perhaps the proto-phenomenological theory. It is part of a larger model of mind (1896) which can be seen in modern light as describing the brain as supporting a modulated wave within a holographic field, specifying the external image of the world, and wherein subject and object are differentiated not in terms of space, but of time. Bergson’s very concrete model is developed and deepened with Gibson’s ecological model of perception. It is applied to the (...)
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  47.  35
    Semantic redintegration: Ecological invariance.Stephen E. Robbins - 2008 - Behavioral and Brain Sciences 31 (6):726-727.
    In proposing that their model can operate in the concrete, perceptual world, Rogers & McClelland (R&M) have not done justice to the complexities of the ecological sphere and its invariance laws. The structure of concrete events forces a different framework, both for retrieval of events and concepts defined across events, than that upon which the proposed model, rooted in essence in the verbal learning tradition, implicitly rests.
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  48. On Stanley Hauerwas.Stephen E. Lammers - 1993 - In Allen Verhey & Stephen E. Lammers (eds.), Theological Voices in Medical Ethics. W.B. Eerdmans Pub. Co..
     
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  49. The Gold Leaf Lady and Other Parapsychological Investigations.Stephen E. Braude - 2007 - University of Chicago Press.
    For over thirty years, Stephen Braude has studied the paranormal in everyday life, from extrasensory perception and psychokinesis to mediumship and materialization. _The Gold Leaf Lady and Other Parapsychological Investigations_ is a highly readable and often amusing account of his most memorable encounters with such phenomena. Here Braude recounts in fascinating detail five particular cases—some that challenge our most fundamental scientific beliefs and others that expose our own credulousness. Braude begins with a south Florida woman who can make thin (...)
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  50.  44
    The cost of explicit memory.Stephen E. Robbins - 2009 - Phenomenology and the Cognitive Sciences 8 (1):33-66.
    Within Piaget there is an implicit theory of the development of explicit memory. It rests in the dynamical trajectory underlying the development of causality, object, space and time – a complex (COST) supporting a symbolic relationship integral to the explicit. Cassirer noted the same dependency in the phenomena of aphasias, insisting that a symbolic function is being undermined in these deficits. This is particularly critical given the reassessment of Piaget’s stages as the natural bifurcations of a self-organizing dynamic system. The (...)
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