Results for 'Tapio Nisula'

37 found
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  1. Developing Anthropological Ideas the Edward Westermarck Memorial Lectures, 1983-1997.Jukka Siikala, Ulla Vuorela, Tapio Nisula & Edward Westermarck - 1998
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  2.  11
    Human Oil: From Magic and Medicine to Art.Hege Tapio - 2018 - Technoetic Arts 16 (3):259-265.
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  3. Tapio: Response.Tapio Puolimatka - 1997 - Studies in Philosophy and Education 16 (4):401-406.
  4.  64
    Tapio.James McClellan - 1997 - Studies in Philosophy and Education 16 (4):389-399.
  5.  5
    Tapio. S. Katko, Finnish Water Services - Experiences in Global Perspective.Rebecca Pearce - 2019 - Environmental Values 28 (3):394-395.
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  6.  12
    Raimo Lehti;, Tapio Markkanen. History of Astronomy in Finland, 1828–1918. 269 Pp., Illus., Bibl., Indexes. Sastamala: Societas Scientiarum Fennica, 2010. €28. [REVIEW]Gustav Holmberg - 2013 - Isis 104 (2):408-409.
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  7. Petri S. Juuti and Tapio S. Katko (Eds), Water, Time and European Cities.H. D. Frederiksen - 2007 - Environmental Values 16 (2):277.
     
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  8. Labour Unions, Public Policy and Economic Growth.Tapio Palokangas - 2000 - Cambridge University Press.
    Collective bargaining is the main vehicle for labour worldwide to negotiate wages, benefits, retirement policies, training and other terms of working with management in both the public and private sectors. Labour economists have long been active in modelling the relations between collective bargaining agreements, labour markets and social welfare conditions. This book presents a theoretical model of unions which offers a unified treatment of the centralisation of bargaining, the credibility of labour contracts, the unionisation of labour markets and the relative (...)
     
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  9.  29
    Models and Modelling in Physics Education: A Critical Re-Analysis of Philosophical Underpinnings and Suggestions for Revisions.Ismo Tapio Koponen - 2007 - Science & Education 16 (7-8):751-773.
  10. Frege’s Begriffsschrift as a Lingua Characteristica.Tapio Korte - 2010 - Synthese 174 (2):283 - 294.
    In this paper I suggest an answer to the question of what Frege means when he says that his logical system, the Begrijfsschrift, is like the language Leibniz sketched, a lingua characteristica, and not merely a logical calculus. According to the nineteenth century studies, Leibniz's lingua characteristica was supposed to be a language with which the truths of science and the constitution of its concepts could be accurately expressed. I argue that this is exactly what the Begriffsschrift is: it is (...)
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  11.  15
    Frege’s Begriffsschrift as a Lingua Characteristica.Tapio Korte - 2010 - Synthese 174 (2):283-294.
    In this paper I suggest an answer to the question of what Frege means when he says that his logical system, the Begriffsschrift, is like the language Leibniz sketched, a lingua characteristica, and not merely a logical calculus. According to the nineteenth century studies, Leibniz’s lingua characteristica was supposed to be a language with which the truths of science and the constitution of its concepts could be accurately expressed. I argue that this is exactly what the Begriffsschrift is: it is (...)
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  12.  5
    Frege’s Begriffsschrift as a Lingua Characteristica.Tapio Korte - 2010 - Synthese 174 (2):283-294.
    In this paper I suggest an answer to the question of what Frege means when he says that his logical system, the Begriffsschrift, is like the language Leibniz sketched, a lingua characteristica, and not merely a logical calculus. According to the nineteenth century studies, Leibniz’s lingua characteristica was supposed to be a language with which the truths of science and the constitution of its concepts could be accurately expressed. I argue that this is exactly what the Begriffsschrift is: it is (...)
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  13.  15
    Detection of Short-Term Activity Avalanches in Human Brain Default Mode Network with Ultrafast MR Encephalography.Zalán Rajna, Janne Kananen, Anja Keskinarkaus, Tapio Seppänen & Vesa Kiviniemi - 2015 - Frontiers in Human Neuroscience 9.
  14. Wittgenstein’s “Inner and Outer”: Overcoming Epistemic Asymmetry.Tero Tapio Vaaja - 2013 - Nordic Wittgenstein Review 2 (1):107-130.
    Name der Zeitschrift: Nordic Wittgenstein Review Jahrgang: 2 Heft: 1 Seiten: 107-130.
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  15.  5
    The Perceived Credibility of Scientific Claims, Paranormal Phenomena, and Miracles Among Primary Teacher Students: A Comparative Study.Tapio Keranto - 2001 - Science & Education 10 (5):493-511.
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  16. Moral Realism and Justification.Tapio Puolimatka - 1989 - Distributor, Akateeminen Kirjakauppa.
  17. Modal Logic From Kant to Possible Worlds Semantics.Tapio Korte, Ari Maunu & Tuomo Aho - 2009 - In Leila Haaparanta (ed.), The Development of Modern Logic. Oxford University Press.
    This chapter begins with a discussion of Kant's theory of judgment-forms. It argues that it is not true in Kant's logic that assertoric or apodeictic judgments imply problematic ones, in the manner in which necessity and truth imply possibility in even the weakest systems of modern modal logic. The chapter then discusses theories of judgment-form after Kant, the theory of quantification, Frege's Begriffsschrift, C. I. Lewis and the beginnings of modern modal logic, the proof-theoretic approach to modal logic, possible world (...)
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  18. The Problem of Singular Judgments in Kant.Tapio Korte & Arto Repo - 2011 - History of Philosophy Quarterly 28 (4):389.
  19.  36
    Spinoza's Theory of Teaching and Indoctrination.Tapio Puolimatka - 2001 - Educational Philosophy and Theory 33 (3-4):397-410.
  20.  14
    Education for Death.Tapio Puolimatka & Ulla Solasaari - 2006 - Educational Philosophy and Theory 38 (2):201–213.
    Death is an unavoidable fact of human life, which cannot be totally ignored in education. Children reflect on death and raise questions that deserve serious answers. If an educator completely evades the issue, children will seek other conversation partners. It is possible to find arguments both from secular and religious sources, which alleviate the anguish that death awakens in the mind of a child.
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  21.  43
    Introduction to the Special Issue on the Philosophy of Computer Games.Patrick John Coppock, Graeme Kirkpatrick, Olli Tapio Leino & Anita Leirfall - 2014 - Philosophy and Technology 27 (2):151-157.
    The seven articles that constitute this special issue illustrate scholarly interactions between philosophy and game studies. The wide range of game types/genres and the multiple philosophical issues concerning them are rich and productive. They indicate well the significant contribution that philosophical approaches can make to further development of scholarly understandings of computer games and gaming. Each article breaks new conceptual ground in ways likely to resonate within the new discipline of computer game studies but also, beyond this, in other disciplinary (...)
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  22.  26
    The Problem of Democratic Values Education.Tapio Puolimatka - 1997 - Journal of Philosophy of Education 31 (3):461–476.
  23.  9
    How Wolterstorff’s Defense of Same-Sex Marriage Violates His Theory of Justice.Tapio Puolimatka - 2017 - Philosophia Christi 19 (2):363-380.
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  24.  72
    Max Scheler and the Idea of a Well Rounded Education.Tapio Puolimatka - 2008 - Educational Philosophy and Theory 40 (3):362–382.
    The German philosopher Max Scheler defines the human person as a value-oriented act structure. Since a person is ideally a free being with open possibilities, the aim of education is to help human beings develop their potential in various directions. At the centre of Scheler's educational philosophy is the idea of all-round education, which aims towards a developed capacity for assessment, an ability to make choices and an ability to focus on the objective nature of things.
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  25.  7
    Philip Blosser, Scheler’s Critique of Kant’s Ethics, Athens, Ohio, 1995, Ohio University Press, 221 Pages. ISBN: 0-8214-1108-X. [REVIEW]Tapio Puolimatka - 1996 - Philosophia Reformata 61 (1):85-88.
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  26.  2
    Consonant and Vowel Confusions in Well-Performing Children and Adolescents With Cochlear Implants, Measured by a Nonsense Syllable Repetition Test.Arne Kirkhorn Rødvik, Ole Tvete, Janne von Koss Torkildsen, Ona Bø Wie, Ingebjørg Skaug & Juha Tapio Silvola - 2019 - Frontiers in Psychology 10.
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  27.  39
    Moral Capacity and its Dilemmas.Tapio Puolimatka - 2006 - Studies in Philosophy and Education 25 (6):497-505.
  28.  26
    Response to James E. McClellan.Tapio Puolimatka - 1997 - Studies in Philosophy and Education 16 (4):401-406.
  29.  8
    Multilinguality and Written Correspondence in the Late Medieval Northern Baltics. Reflections of Literacy and Language in the Communication Between the Council of Reval and the Finnish Bailiffs.Tapio Salminen - 1997 - Das Mittelalter 2 (1).
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  30.  19
    Democratic Values Education Reconsidered: A Moral Realist Case.Tapio Puolimatka - 2001 - Journal of Philosophy of Education 35 (2):299–308.
  31.  5
    Gustav Holmberg. Reaching for the Stars: Studies in the History of Swedish Stellar and Nebular Astronomy, 1860–1940. 243 Pp., Figs., Bibl., Index. Lund, Sweden: Lund University, 1999. [REVIEW]Tapio Markkanen - 2003 - Isis 94 (1):155-156.
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  32. Experiencias de éxito en la innovación educativa: el caso finlandés.Tapio Varis - 2009 - Telos: Cuadernos de Comunicación E Innovación 78:117-121.
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  33.  3
    The Influence of International Television: A Case Study.Tapio Varis - 1984 - Journal of Moral Education 13 (3):173-182.
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  34. In Defense of a Moral Concept of Democracy.Tapio Puolimatka - 1997 - In Sirkku Hellsten, Marjaana Kopperi & Olli Loukola (eds.), Taking the Liberal Challenge Seriously: Essays on Contemporary Liberalism at the Turn of the 21st Century. Ashgate. pp. 94.
     
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  35. Educar para la sociedad de la información. Nuevas necesidades, viejas estructuras.Tapio Varis - 1997 - Telos: Critical Theory of the Contemporary 48:78-91.
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  36. Greetings and Statement.Tapio Varis - 2009 - In Joyce Chumbley (ed.), Thomas Paine: In Search of the Common Good. Spokesman Books.
     
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  37.  10
    Max Scheler and the Idea of a Well Rounded Education.Tapio Puolimatka - 2008 - Educational Philosophy and Theory 40 (3):362-382.
    The German philosopher Max Scheler defines the human person as a value‐oriented act structure. Since a person is ideally a free being with open possibilities, the aim of education is to help human beings develop their potential in various directions. At the centre of Scheler's educational philosophy is the idea of all‐round education, which aims towards a developed capacity for assessment, an ability to make choices and an ability to focus on the objective nature of things.
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