Results for 'Thomas Aastrup R��mer'

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  1.  48
    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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  2.  15
    Thomas Aastrup Rømer, Pædagogikkens to verdener.Johannes Adamsen - 2016 - Studier I Pædagogisk Filosofi 4 (1):95-96.
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  3.  39
    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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  4.  8
    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.  43
    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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  6.  9
    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.  30
    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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  8.  52
    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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  9.  43
    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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  10.  47
    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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  11.  13
    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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  12.  13
    Essentializing Postmodernity.Thomas Aastrup Rømer - 2018 - Educational Philosophy and Theory 50 (14):1598-1599.
  13.  19
    Measuring Anhedonia: Impaired Ability to Pursue, Experience, and Learn About Reward.Kristine Rømer Thomsen - 2015 - Frontiers in Psychology 6.
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  14.  15
    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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  15.  11
    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.
  16.  4
    Innovation Und Folgelast Beispiele Aus der Neueren Philosophie- Und Wissenschaftsgeschichte.Carla R. Thomas - 1972
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  17.  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.
  18.  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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  19.  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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  20. The School as a Moral Learning Community.Bruce R. Thomas - 1990 - In John I. Goodlad, Roger Soder & Kenneth A. Sirotnik (eds.), The Moral Dimensions of Teaching. Jossey-Bass Publishers. pp. 266--295.
     
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  21. Body, Man, and Citizen Selections From Thomas Hobbes.Thomas Hobbes & R. S. Peters - 1962 - Collier Books.
     
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  22.  15
    An Ethical Marketing Approach to Wicked Problems: Macromarketing for the Common Good.Thomas G. Pittz, Susan D. Steiner & Julia R. Pennington - 2020 - Journal of Business Ethics 164 (2):301-310.
    Macromarketing attempts to address issues that engage marketing and society and previous ethical scholarship has focused on distributive justice and on exchanges that occur in conventional markets. As our research highlights, however, the distributive justice approach alone is insufficient for managing the complexities, ethical paradoxes, and out-of-market conditions associated with wicked, cross-national social concerns. In this article, we integrate macromarketing with the theory of the common good in order to provide a foundation for framing societal change that can encompass nonmarket (...)
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  23.  15
    Stimulus Generalization as a Function of the Frame of Reference.David R. Thomas & Charles G. Jones - 1962 - Journal of Experimental Psychology 64 (1):77.
  24.  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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  25.  33
    Philosophical Anthropology: Problems and Possibilities.C. R. Thomas - 1971 - Journal of Critical Analysis 3 (3):119-125.
  26. 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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  27.  2
    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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  28.  37
    Understanding Philosophy.Carla R. Thomas - 1975 - Teaching Philosophy 1 (1):82-83.
  29. Athronwyr Ac Addysg.D. R. Thomas - 1969 - Gwasg Prifysgol Cymru.
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  30. S.I.M. DuPlessis "The Compatibility of Science and Philosophy in France, 1840-1940". [REVIEW]Carla R. Thomas - 1973 - Philosophy and Phenomenological Research 34 (1):126.
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  31. Yehosohua Bar-Hillel's "Aspects of Language". [REVIEW]Carla R. Thomas - 1972 - Philosophy and Phenomenological Research 32 (3):429.
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  32.  5
    Stimulus Generalization as a Function of Level of Motivation.David R. Thomas & Richard A. King - 1959 - Journal of Experimental Psychology 57 (5):323.
  33.  21
    Role of Stimulus Comparison in Equivalence Training.David R. Thomas, James T. Miller & Gary Hansen - 1972 - Journal of Experimental Psychology 96 (2):297.
  34.  26
    War, Morality, and Autonomy.Mitchell R. Thomas - 2005 - Journal of Value Inquiry 39 (2):267-271.
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  35.  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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  36.  13
    Stimulus Generalization of a Positive Conditioned Reinforcer: IV. Concurrent Generalization of Reinforcing and Discriminative Stimulus Functions Following Fixed-Interval Training.David R. Thomas & Donald V. Derosa - 1966 - Journal of Experimental Psychology 72 (2):260.
  37.  13
    Stimulus Labeling, Adaptation Level, and the Central Tendency Shift.David R. Thomas & Doris H. Thomas - 1974 - Journal of Experimental Psychology 103 (5):896.
  38.  12
    Role of Preexperimental Experience in the Development of Stimulus Control.David R. Thomas, Robert W. Mariner & Gayle Sherry - 1969 - Journal of Experimental Psychology 79 (2p1):375.
  39.  11
    Masking of Stimulus Control During Generalization Testing.David R. Thomas, Marilla D. Svinicki & John G. Svinicki - 1970 - Journal of Experimental Psychology 84 (3):479.
  40.  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.
  41.  33
    Role of Stimulus Labeling in Stimulus Generalization.David R. Thomas & Alberta Decapito - 1966 - Journal of Experimental Psychology 71 (6):913.
  42.  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.
  43.  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.
  44.  10
    Stimulus Generalization of a Positive Conditioned Reinforcer: II. Effects of Discrimination Training.David R. Thomas & Salvatore C. Caronite - 1964 - Journal of Experimental Psychology 68 (4):402.
  45.  10
    Stimulus Generalization as a Function of the Number and Range of Generalization Test Stimuli.David R. Thomas & George Bistey - 1964 - Journal of Experimental Psychology 68 (6):599.
  46.  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.
  47.  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.
  48.  8
    Mediated Generalization Via Stimulus Labeling: A Replication and Extension.David R. Thomas, Alberta D. Caronite, Gary L. LaMonica & Kenneth L. Hoving - 1968 - Journal of Experimental Psychology 78 (3p1):531.
  49.  8
    The Law of Effect: Contingency or Contiguity.David R. Thomas - 1988 - Behavioral and Brain Sciences 11 (3):470.
  50.  6
    Rainer Specht's "Innovation Und Folgelast: Beispiele Aus der Neueren Philosophie- Und Wissenschaftsgeschichte". [REVIEW]Carla R. Thomas - 1975 - Philosophy and Phenomenological Research 35 (3):438.
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