Results for 'Thomas Aastrup R��mer'

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  1.  15
    Thomas Aastrup Rømer, Pædagogikkens to verdener.Johannes Adamsen - 2016 - Studier I Pædagogisk Filosofi 4 (1):95-96.
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  2.  47
    Thomas Aastrup Rømer, Lene Tanggaard & Svend Brinkmann (red.), Uren pædagogik.Jørgen Gleerup - 2013 - Studier I Pædagogisk Filosofi 2 (1):93-94.
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  3.  42
    Nature, Education and Things.Thomas Aastrup Rømer - 2013 - Studies in Philosophy and Education 32 (6):641-652.
    In this essay it is argued that the educational philosophy of John Dewey gains in depth and importance by being related to his philosophy of nature, his metaphysics. The result is that any experiental process is situated inside an event, an existence, a thing, and I try to interpret this “thing” as schools or major cultural events such as the French revolution. This basic view is correlated to Dewey’s concept of transaction, of experience and finally, it is related to a (...)
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  4.  36
    Imagination and Judgment in John Dewey's Philosophy: Intelligent Transactions in a Democratic Context.Thomas Aastrup Rømer - 2012 - Educational Philosophy and Theory 44 (2):133-150.
    In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...)
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  5.  6
    Imagination and Judgment in John Dewey's Philosophy: Intelligent Transactions in a Democratic Context.Thomas Aastrup Rømer - 2012 - Educational Philosophy and Theory 44 (2):133-150.
    In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...)
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  6.  8
    Thought and Action in Education.Thomas Aastrup Rømer - 2015 - Educational Philosophy and Theory 47 (3):1-16.
    In much theory there is a tendency to place thought above action, or the opposite, action over thought. The consequence of the first option is that philosophy or scientific evidence gains the upper hand in educational thinking. The consequence of the second view is that pragmatism and relativism become the dominant features. This article discusses how different branches of the Aristotelian tradition can mediate between these two views. I argue, contrary to some other Aristotelian approaches, that thinking and action are (...)
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  7.  45
    The Educational Thing.Thomas Aastrup Rømer - 2011 - Studies in Philosophy and Education 30 (5):499-506.
    In this essay, I argue that education should be conceived of as a thing in itself. To lift this view, I present aspects of Graham Harman’s philosophy, a speculative realism that can be seen as a radical break with social constructivism and similar approaches. Next, I attempt to outline a rough sketch of an educational “thing”, drawing on concepts such as protection, love, swarm, tension and shadow. Finally, I briefly discuss some implications of this vision for philosophy of education. In (...)
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  8.  33
    A Critique of John Hattie’s Theory of Visible Learning.Thomas Aastrup Rømer - 2018 - Educational Philosophy and Theory 51 (6):587-598.
    In this paper, I work out a five-stringed criticism of John Hattie’s theory of Visible Learning. First, I argue that the theory is a theory of evaluation that denies education as such. Second, I show that there are problems with the dependent variable, learning, i.e. the effect of a given intervention. Thirdly, I show that Hattie's theory belongs to the radical constructivist paradigm. Thus, the problems of constructivism, i.e. problems of normativity and the outside world, walks directly into Hattie’s concept (...)
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  9.  12
    Essentializing Postmodernity.Thomas Aastrup Rømer - 2018 - Educational Philosophy and Theory 50 (14):1598-1599.
  10.  6
    Gert Biesta – Education Between Bildung and Post-Structuralism.Thomas Aastrup Rømer - 2020 - Educational Philosophy and Theory 53 (1):34-45.
    Is Gert Biesta is a philosopher of Bildung? The answer is “both yes and no. First I argue that Biesta's philosophy is based on a denial of the concept of Bildung, and that he, by the very nature of...
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  11.  46
    Gert J.J. Biesta, God uddannelse i målingens tidsalder – etik, politik, demokrati.Thomas Aastrup Rømer - 2013 - Studier i Pædagogisk Filosofi 2 (1):86-87.
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  12.  29
    Postmodern Education and the Concept of Power.Thomas Aastrup Rømer - 2011 - Educational Philosophy and Theory 43 (7):755-772.
    This article presents a discussion of how postmodernist, poststructuralist and critical educational thinking relate to different theories of power. I argue that both Critical Theory and some poststructuralist ideas base themselves on a concept of power borrowed from a modernist tradition. I argue as well that we are better off combining a postmodern idea of education with a postmodern idea of power. To this end the concept of power presented by the works of Ernesto Laclau and Chantal Mouffe is introduced. (...)
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  13.  18
    Measuring Anhedonia: Impaired Ability to Pursue, Experience, and Learn About Reward.Kristine Rømer Thomsen - 2015 - Frontiers in Psychology 6.
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  14.  10
    Information Value and Stimulus Configuring as Factors in Conditioned Reinforcement.David R. Thomas, David L. Berman & George E. Serednesky - 1968 - Journal of Experimental Psychology 76 (2p1):181.
  15.  14
    Predictability and the Appreciation of Comedy.Howard R. Pollio & Rodney W. Mers - 1974 - Bulletin of the Psychonomic Society 4 (4):229-232.
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  16.  31
    Business as a Humanity.Thomas Donaldson & R. Edward Freeman (eds.) - 1994 - Oxford University Press.
    This latest volume in the acclaimed Ruffin Series in Business Ethics brings together the contributions to the annual Ruffin Lecture series, in which some of the leading scholars in business ethics addressed the question: Can business, and business education, be considered one of the humanities, or is it in a class by itself? At a time when business is coming under attack for its apparent transgressions, this book iluminates the special values that inhere in the business world. Arguing all sides (...)
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  17.  17
    Artificial Intelligence and Its Applications.A. G. Cohn & J. R. Thomas (eds.) - 1986 - John Wiley and Sons.
    Based on the proceedings of a 1985 conference held in the U.K., this volume embraces most of the important concerns in AI today, emphasizing common techniques and methodologies rather than applications. Topics covered include building efficient computational logic, planning and design, the representation of uncertain knowledge, user modelling, and psychological and philosophical issues. Papers on perception, theorem proving, expert systems, robotics, and data bases are also included. Each section is preceded by an introduction which draws comparisons between various papers.
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  18.  7
    Effects of Extradimensional Training on Stimulus Generalization.David R. Thomas, Frederick Freeman, John G. Svinicki, D. E. Scott Burr & Joseph Lyons - 1970 - Journal of Experimental Psychology 83 (1p2):1.
  19. Dialogue: Toward Superior Stakeholder Theory.Bradley R. Agle, Thomas Donaldson & R. Edward Freeman - 2008 - Business Ethics Quarterly 18 (2):153-190.
    A quick look at what is happening in the corporate world makes it clear that the stakeholder idea is alive, well, and flourishing; and the question now is not “if ” but “how” stakeholder theory will meet the challenges of its success. Does stakeholder theory’s “arrival” mean continued dynamism, refinement, and relevance, or stasis? How will superior stakeholder theory continue to develop? In light of these and related questions, the authors of these essays conducted an ongoing dialogue on the current (...)
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  20.  14
    Stimulus Generalization as a Function of the Frame of Reference.David R. Thomas & Charles G. Jones - 1962 - Journal of Experimental Psychology 64 (1):77.
  21.  1
    Who Belongs?: Competing Conceptions of Political Membership.Elaine R. Thomas - 2002 - European Journal of Social Theory 5 (3):323-349.
    This article presents a new set of analytical tools for understanding competing conceptions of political membership. Controversies concerning nationality and citizenship are often seen as products of conflict between `civic' and `ethnic' visions. However, the conceptual roots of current discussions and disagreements about political membership are actually more complicated than this might suggest. After examining the dichotomy of civic and ethnic and its limitations, this article identifies five competing ways of understanding the meaning of belonging to, or being a citizen (...)
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  22.  5
    Stimulus Generalization as a Function of Level of Motivation.David R. Thomas & Richard A. King - 1959 - Journal of Experimental Psychology 57 (5):323.
  23.  29
    Role of Stimulus Labeling in Stimulus Generalization.David R. Thomas & Alberta Decapito - 1966 - Journal of Experimental Psychology 71 (6):913.
  24.  4
    The Social and Political Thought of Benedict Xvi.Thomas R. Rourke - 2010 - Lexington Books.
    Covering the entire trajectory of his religious life, this book identifies and analyzes the foundations of political and social order in the philosophy of Pope Benedict XVI. Thomas R. Rourke explains Benedict's belief in the value of the Christian tradition's contribution to a contemporary politics of reason.
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  25.  13
    The Role of Response Directedness in Discriminative and Conditional Stimulus Control.David R. Thomas & Patrick J. Curran - 1988 - Bulletin of the Psychonomic Society 26 (4):378-380.
  26.  11
    The Effects of Drive and Discrimination Training on Stimulus Generalization.David R. Thomas - 1962 - Journal of Experimental Psychology 64 (1):24.
  27.  9
    Stimulus Selection in Animal Discrimination Learning: An Alternative Interpretation.David R. Thomas, D. E. Burr & Kenneth O. Eck - 1970 - Journal of Experimental Psychology 86 (1):53.
  28.  4
    A Model for Adaptation-Level Effects on Stimulus Generalization.David R. Thomas - 1993 - Psychological Review 100 (4):658-673.
  29. Body, Man, and Citizen Selections From Thomas Hobbes.Thomas Hobbes & R. S. Peters - 1962 - Collier Books.
     
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  30.  4
    Innovation Und Folgelast Beispiele Aus der Neueren Philosophie- Und Wissenschaftsgeschichte.Carla R. Thomas - 1972
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  31.  3
    Effects of Interdimensional Training on Stimulus Generalization: An Extension.David R. Thomas & Kimbal L. Wheatley - 1974 - Journal of Experimental Psychology 103 (6):1080.
  32.  1
    Mapping Scientific Disputes That Affect Public Policymaking.Michael J. Dowling, Stephen R. Thomas & Marc J. Roberts - 1984 - Science, Technology, and Human Values 9 (1):112-122.
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  33.  35
    The Moral Intensity of Privacy: An Empirical Study of Webmasters' Attitudes. [REVIEW]Thomas R. Shaw - 2003 - Journal of Business Ethics 46 (4):301 - 318.
    Webmasters are a key moral agent in the issue of privacy. This study attempts to understand the factors underlying their attitudes about privacy based on the theory of moral intensity. Webmasters of high-traffic sites were invited via email to participate in a web-based survey. The results support the application of moral intensity to the domain of privacy and the population of webmasters - both outcomes and social norms have statistically significant main effects on attitudes. The results also suggest a reconfiguration (...)
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  34.  8
    Innovation Und Folgelast: Beispiele Aus der Neueren Philosophie--Und Wissenschaftsgeschichte.Carla R. Thomas - 1975 - Philosophy and Phenomenological Research 35 (3):438-439.
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  35.  1
    The Compatibility of Science and Philosophy in France/1840-1940.Carla R. Thomas - 1973 - Philosophy and Phenomenological Research 34 (1):126-127.
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  36.  7
    Differential Effects of Continuous Extinction and Discrimination Training on the Generalization Gradient.Werner K. Honig, David R. Thomas & Norman Guttman - 1959 - Journal of Experimental Psychology 58 (2):145.
  37.  1
    Conjunctions in Paris: Interactions Between Rømer and Huygens.Fokko Jan Dijksterhuis - 2012 - Centaurus 54 (1):58-76.
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  38.  9
    Cosmos and Cogwheels-The Work of Ole Rømer.Karin Tybjerg - 2012 - Centaurus 54 (1):1-3.
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  39.  8
    ‘Senses and Hands to the Same Degree as Thought’-Ole Rømer's Mechanical Astronomy.Karin Tybjerg - 2012 - Centaurus 54 (1):77-102.
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  40.  11
    Stages in the Development of the Object Concept.Thomas G. R. Bower & J. G. Paterson - 1972 - Cognition 1 (1):47-55.
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  41. Athronwyr Ac Addysg.D. R. Thomas - 1969 - Gwasg Prifysgol Cymru.
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  42.  6
    Aids and Liberalism.Stephen R. Thomas - 1995 - Public Affairs Quarterly 9 (2):175-191.
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  43.  19
    Analogies and the Mind of the Replica: Sunburn, the Little Green Bug, and the Fake Plant.J. R. Thomas - 1996 - Philosophical Quarterly 46 (184):364-371.
  44.  9
    Adaptation Level as a Factor in Human Discrimination Learning and Stimulus Generalization.David R. Thomas, Marilla D. Svinicki & Janice Vogt - 1973 - Journal of Experimental Psychology 97 (2):210.
  45.  7
    Adaptation Level and the Central Tendency Effect in Stimulus Generalization.David R. Thomas, Harry Strub & James F. Dickson - 1974 - Journal of Experimental Psychology 103 (3):466.
  46.  23
    A Modeling Study of Solute Reabsorption Along Rat Proximal Tubule.S. R. Thomas & G. Dagher - 1993 - Acta Biotheoretica 41 (1-2):35-41.
    We present a model of steady state solute and water reabsorption along the rat proximal tubule. Major co-and counter-transport systems in the apical and basolateral cell membranes are described using kinetic descriptions based on data from the flows and solute concentrations along the length of the proximal tubule as a function of filtration rate and peritubular solute concentrations. We show that for many aspects of proximal tubule transport physiology this kinetics-based model is an adequate representation of the mammalian proximal tubule.
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  47.  12
    A Test of the "Units Hypothesis" Employing Wave-Length Generalization in Human Subjects.David R. Thomas & Richard H. Hiss - 1963 - Journal of Experimental Psychology 65 (1):59.
  48.  4
    Cost‐Effectiveness Analysis as a Method of Assessing 'A' Level Performance in Different Educational Establishments.Hywel R. Thomas - 1981 - Educational Studies 7 (2):95-103.
    (1981). Cost‐effectiveness Analysis as a Method of Assessing ‘A’ level Performance in Different Educational Establishments. Educational Studies: Vol. 7, No. 2, pp. 95-103.
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  49.  8
    Conditional Discrimination Learning by Pigeons: The Role of Training Paradigms.David R. Thomas & Horace Goldberg - 1985 - Bulletin of the Psychonomic Society 23 (3):256-258.
  50.  11
    Comparison of Stimulus Generalization Following Variable-Ratio and Variable-Interval Training.David R. Thomas & Richard W. Switalski - 1966 - Journal of Experimental Psychology 71 (2):236.
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