Search results for 'Young Bin Moon' (try it on Scholar)

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  1.  52
    Young Bin Moon (2010). God as a Communicative System Sui Generis: Beyond the Psychic, Social, Process Models of the Trinity. Zygon 45 (1):105-126.
    With an aim to develop a public theology for an age of information media (or media theology), this article proposes a new God-concept: God is a communicative system sui generis that autopoietically processes meaning/information in the supratemporal realm via perfect divine media ad intra (Word/Spirit). For this task, Niklas Luhmann's systems theory is critically appropriated in dialogue with theology. First, my working postmetaphysical/epistemological stance is articulated as realistic operational constructivism and functionalism. Second, a series of arguments are advanced to substantiate (...)
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  2.  9
    Young Bin Moon (2012). “God as a Communicative System Sui Generis”. Process Studies 40 (1):192-193.
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  3.  4
    Young Chun Kim, Seungho Moon & Jaehong Joo (2013). Elusive Images of the Other: A Postcolonial Analysis of South Korean World History Textbooks. Educational Studies 49 (3):213-246.
    South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world history textbooks for the ways in which they reproduce Eurocentric colonial hegemony. To conduct our study, we developed four (...)
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  4.  6
    Jae Young Moon & Younsuck Koh (2012). Korean Experience of Withholding and Withdrawing of Life-Sustaining Therapy in Intensive Care Units. Asian Bioethics Review 4 (1):42-47.
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  5.  28
    Charles W. Kalish, Sunae Kim & Andrew G. Young (2012). How Young Children Learn From Examples: Descriptive and Inferential Problems. Cognitive Science 36 (8):1427-1448.
    Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features (e.g., all and only frogs are blue). Additional examples undermined one of the component conditional relations (not all frogs are blue) but supported another (only frogs are blue). Preschool-aged children did not (...)
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  6.  21
    Andrew W. Young & John P. Aggleton (1997). Response From Young and Aggleton. Trends in Cognitive Sciences 1 (2):47-48.
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  7.  3
    H. M. Sammons, K. Wright, B. Young & B. Farsides, Research with Children and Young People: Not on Them.
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  8.  17
    A. W. Young, R. Sprengelmeyer, M. Phillips & A. J. Calder (1997). Response From Young, Sprengelmeyer, Phillips and Calder. Trends in Cognitive Sciences 1 (9):322-325.
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  9.  15
    H. D. Ellis, A. H. Quaylea, A. W. Young & K. W. de Pauw (1997). Response From Ellis, Young, Quayle and de Pauw. Trends in Cognitive Sciences 1 (5):158.
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  10.  5
    H. M. Kraemer Jr & S. B. Young (2003). When Things Go Wrong: Managing Crisis. A Talk with Harry M. Jansen Kraemer, Jr., and Sally Benjamin Young. Interview by Thomasine Kushner. [REVIEW] Cambridge Quarterly of Healthcare Ethics 13 (2):193-199.
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  11.  2
    James O. Young (1996). Inquiry in the Arts and Sciences: James O. Young. Philosophy 71 (276):255-273.
    In his 1836 lectures to the Royal Institute, the great landscape painter John Constable stated that ‘Painting is a science, and should be pursued as an inquiry into the laws of nature.’ Landscape, he went on to say, should ‘be considered a branch of natural philosophy, of which pictures are but the experiments.’ 1 Constable makes two claims in this striking passage. The first is that painting is a form of inquiry. This is, by itself, a bold claim, but Constable (...)
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  12.  2
    D. N. De L. Young (1970). The Sangha in Buddhist History1: D. N. DE L. YOUNG. Religious Studies 6 (3):243-252.
    Of all the distinctive features of the Buddhist religion, one of the most neglected is the sangha . Scholars give much attention to the study of texts and commentaries, the analysis of doctrines and the classification of schools. But the core of the Buddhist religion is the sangha , the community of bhikkhus around whose corporate life the religion is moulded. It is the existence and structure of the sangha which has shaped the history of Buddhism, enabled it to take (...)
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  13.  2
    Kim Heup Young (2014). 6. The Word Made Flesh: Ryu Young-Mo’s Christo-Dao: A Korean Perspective. In Christoph Schwöbel & Anselm K. Min (eds.), Word and Spirit: Renewing Christology and Pneumatology in a Globalizing World. De Gruyter. pp. 113-130.
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  14. R. Young (1982). ATTHEWS, G. B.: "Philosophy and the Young Child". [REVIEW] Australasian Journal of Philosophy 60:196.
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  15.  40
    Bin Moon Young (2012). The Mediatized Co-Mediatizer: Anthropology in Niklas Luhmann's World. Zygon 47 (2):438-466.
    Abstract This essay explores what it means to be human in an age of infomedia. Appropriating Niklas Luhmann's systems theory/media theory in dialogue with other resources, I propose a post-Luhmannian paradigm of (1) extended media/meaning that conceives the world as world multimedia systems processing variegated meanings, and (2) an embodied, contextualized soft posthumanist anthropology that conceives the human as emergent collective phenomena of distinct meaning making by body-mind-society-technology media couplings. I argue: (1) Homo sapiens is Homo medialis distinct with mediatic (...)
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  16. Koji Tanaka, Yasuo Deguchi, Jay L. Garfield & Graham Priest (eds.) (2015). The Moon Points Back. Oxford University Press USA.
    The Moon Points Back comprises essays by both established scholars in Buddhist and Western philosophy and young scholars contributing to cross-cultural philosophy. It continues the program of Pointing at the Moon, integrating the approaches and insights of contemporary logic and analytic philosophy along with those of Buddhist Studies in order to engage with Buddhist ideas in a contemporary voice.The essays in the volume focus on the Buddhist notion of emptiness, exploring its relationship to core philosophical issues concerning (...)
     
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  17. Zhuxi Yao, Jianhui Wu, Bin Zhou, Kan Zhang & Liang Zhang (2015). Higher Chronic Stress is Associated with a Decrease in Temporal Sensitivity but Not in Subjective Duration in Healthy Young Men. Frontiers in Psychology 6.
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  18.  52
    Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello (2011). Young Children Attribute Normativity to Novel Actions Without Pedagogy or Normative Language. Developmental Science 14 (3):530-539.
    Young children interpret some acts performed by adults as normatively governed, that is, as capable of being performed either rightly or wrongly. In previous experiments, children have made this interpretation when adults introduced them to novel acts with normative language (e.g. ‘this is the way it goes’), along with pedagogical cues signaling culturally important information, and with social-pragmatic marking that this action is a token of a familiar type. In the current experiment, we exposed children to novel actions with (...)
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  19.  25
    Marco F. H. Schmidt & Michael Tomasello (2012). Young Children Enforce Social Norms. Current Directions in Psychological Science 21 (4):232-236.
    Social norms have played a key role in the evolution of human cooperation, serving to stabilize prosocial and egalitarian behavior despite the self-serving motives of individuals. Young children’s behavior mostly conforms to social norms, as they follow adult behavioral directives and instructions. But it turns out that even preschool children also actively enforce social norms on others, often using generic normative language to do so. This behavior is not easily explained by individualistic motives; it is more likely a result (...)
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  20. Helen De Cruz (2013). Is Teaching Children Young Earth Creationism Child Abuse? The Philosophers' Magazine 63:21-23.
    Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth Creationism (...)
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  21.  88
    Graham Harman (2011). The Road to Objects. Continent 3 (1):171-179.
    continent. 1.3 (2011): 171-179. Since 2007 there has been a great deal of interest in speculative realism, launched in the spring of that year at a well-attended workshop in London. It was always a loose arrangement of people who shared few explicit doctrines and no intellectual heroes except the horror writer H.P. Lovecraft, an improbable patron saint for a school of metaphysics. Lovecraft serves as a sort of mascot for the “speculative” part of speculative realism, since his grotesque semi-Euclidean monsters (...)
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  22.  85
    Graham Harman (2011). Meillassoux's Virtual Future. Continent 1 (2):78-91.
    continent. 1.2 (2011): 78-91. This article consists of three parts. First, I will review the major themes of Quentin Meillassoux’s After Finitude . Since some of my readers will have read this book and others not, I will try to strike a balance between clear summary and fresh critique. Second, I discuss an unpublished book by Meillassoux unfamiliar to all readers of this article, except those scant few that may have gone digging in the microfilm archives of the École normale (...)
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  23.  67
    Chien-Hsing Ho (2008). The Finger Pointing Toward the Moon: A Philosophical Analysis of the Chinese Buddhist Thought of Reference. Journal of Chinese Philosophy 35 (1):159-177.
    In this essay I attempt a philosophical analysis of the Chinese Buddhist thought of linguistic reference to shed light on how the Buddhist understands the way language refers to an ineffable reality. For this purpose, the essay proceeds in two directions: an enquiry into the linguistic thoughts of Sengzhao (374-414 CE) and Jizang (549-623 CE), two leading Chinese Madhyamika thinkers, and an analysis of the Buddhist simile of a moon-pointing finger. The two approaches respectively constitute the horizontal and vertical (...)
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  24. Hennie Lötter (1999). Rawls, Young, and the Scope of Justice. Theoria 46 (94):90-107.
    What is justice all about? What is the scope of the concept of justice? What issues can legitimately be evaluated in terms of justice? In her book Justice and the Politics of Difference, Iris Marion Young challenges the concept of justice as defined by John Rawls and used by many others in the philosophical debates that responded to Rawls’s, A Theory of Justice (1971). Is Young’s critique on the prevailing use of the concept of justice and contemporary theories (...)
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  25.  21
    Fenna van Nes (2011). Mathematics Education and Neurosciences: Towards Interdisciplinary Insights Into the Development of Young Children's Mathematical Abilities. Educational Philosophy and Theory 43 (1):75-80.
    The Mathematics Education and Neurosciences project is an interdisciplinary research program that bridges mathematics education research with neuroscientific research. The bidirectional collaboration will provide greater insight into young children's (aged four to six years) mathematical abilities. Specifically, by combining qualitative ‘design research’ with quantitative ‘experimental research’, we aim to come to a more thorough understanding of prerequisites that are involved in the development of early spatial and number sense. The mathematics education researchers are concerned with kindergartner's spatial structuring ability, (...)
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  26.  17
    Ben Eggleston (2004). Procedural Justice in Young's Inclusive Deliberative Democracy. Journal of Social Philosophy 35 (4):544–549.
    In her book _Inclusion and Democracy_, Iris Marion Young offers a defense of a certain model of deliberative democracy and argues that political institutions that conform to this model are just. I argue that Young gives two contradictory accounts of why such institutions are just, and I weigh the relative merits of two ways in which this contradiction can be resolved.
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  27.  2
    Ayşenur Ataman, Figen Çok & Tülin Şener (2012). Understanding Civic Engagement Among Young Roma and Young Turkish People in Turkey. Human Affairs 22 (3):419-433.
    Although a number of aspects of earlier experiences correlate with later civic engagement , the role of different factors in driving the level of young people’s engagement is not clearly understood. This qualitative study set out to understand those factors in Turkey. Eight focus groups were conducted with 55 young Roma and Turkish people, with different groups being conducted according to participants’ ethnicity, gender and age . Analysis revealed specific themes in terms of the political and civic engagement (...)
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  28.  87
    Rinat M. Nugayev (ed.) (2013). Maxwellian Scientific Revolution: Reconciliation of Research Programmes of Young-Fresnel,Ampere-Weber and Faraday. Kazan University Press.
    Maxwellian electrodynamics genesis is considered in the light of the author’s theory change model previously tried on the Copernican and the Einstein revolutions. It is shown that in the case considered a genuine new theory is constructed as a result of the old pre-maxwellian programmes reconciliation: the electrodynamics of Ampere-Weber, the wave theory of Fresnel and Young and Faraday’s programme. The “neutral language” constructed for the comparison of the consequences of the theories from these programmes consisted in the language (...)
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  29.  10
    Toben H. Mintz, Elissa L. Newport & Thomas G. Bever (2002). The Distributional Structure of Grammatical Categories in Speech to Young Children. Cognitive Science 26 (4):393-424.
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  30. E. S. Godoy (2013). Reconceiving Responsibility: A Review of Iris Marion Young's Responsibility for Justice. [REVIEW] Philosophy and Social Criticism 39 (6):591-595.
  31.  22
    Elke Kleinau (2012). Botany and the Taming of Female Passion: Rousseau and Contemporary Educational Concepts of Young Women. [REVIEW] Studies in Philosophy and Education 31 (5):465-476.
    Central in the analyses of women’s and gender studies within the history of education has been Rousseau’s (Emil oder Über die Erziehung, 12th edn. Ferdinand Schöningh, Paderborn 1762) educational novel Emile, especially Book 5, which deals with the education of Sophie, Emilie’s future spouse. Given the lasting interest in the person of Rousseau and his work, it is astonishing that there is a work by him, that has not been a focus of analysis in studies on the history of education, (...)
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  32.  13
    Michalis Kontopodis (2011). Transforming the Power of Education for Young Minority Women: Narrations, Metareflection, and Societal Change. Ethos: Journal of the Society for Psychological Anthropology 39 (1):76-97.
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  33.  95
    Alia Al-Saji (2005). Review of Iris Marion Young, On Female Body Experience: "Throwing Like a Girl" and Other Essays. [REVIEW] Notre Dame Philosophical Reviews 2005 (10).
  34.  41
    Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.
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  35.  4
    M. R. Kuenne (1946). Experimental Investigation of the Relation of Language to Transposition Behavior in Young Children. Journal of Experimental Psychology 36 (6):471.
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  36.  14
    Heup Young Kim (2008). Ryu Young-Mo's Understanding of Christ. Proceedings of the Xxii World Congress of Philosophy 50:341-349.
    I have been proposing for ‘christo‐dao’ rather than traditional christo-logy or modern christo‐praxis as a more appropriate paradigm for the understanding of Jesus Christ in the new millennium. This christological paradigm shift solicits a radical change of its root-metaphor, from logos (Christ as the incarnate logos) or praxis (Christ as the praxis of God’s reign) to ‘dao’ (Christ as the embodiment of the Dao, the “theanthropocosmic” Way) with a critical new interpretation. For EastAsian Christians, the christological adoption of dao is (...)
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  37.  14
    Basileios Kroustallis (2004). Berkeley and the Moon Illusion. History of Philosophy Quarterly 21 (2):151 - 166.
  38.  9
    Edward R. Floyd (2007). Welcher Weg? A Trajectory Representation of a Quantum Young's Diffraction Experiment. Foundations of Physics 37 (9):1403-1420.
    The double slit problem is idealized by simplifying each slit by a point source. A composite reduced action for the two correlated point sources is developed. Contours of the reduced action, trajectories and loci of transit times are developed in the region near the two point sources. The trajectory through any point in Euclidean 3-space also passes simultaneously through both point sources.
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  39.  5
    E. R. Balken & S. Maurer (1934). Variations in Psychological Measurements Associated with Increased Vitamin B Complex Feeding in Young Children. Journal of Experimental Psychology 17 (1):85.
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  40.  3
    Charles L. Goodrick (1973). Maze Learning of Mature-Young and Aged Rats as a Function of Distribution of Practice. Journal of Experimental Psychology 98 (2):344.
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  41.  2
    Walter S. Hunter & Susan Carson Bartlett (1948). Double Alternation Behavior in Young Children. Journal of Experimental Psychology 38 (5):558.
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  42.  2
    F. Phillip Van Eyl (1972). Induced Vestibular Stimulation and the Moon Illusion. Journal of Experimental Psychology 94 (3):326.
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  43. Kenneth E. Bailey (1976). God is ...: Dialogues on the Nature of God for Young People. Mandate Press.
  44. Burns Tony (2015). The Idea of “The Struggle for Recognition” in the Ethical Thought of the Young Marx and its Relevance Today. In Michael Thompson (ed.), Constructing Marxist Ethics: Critique, Normativity, Praxis. Leiden: Brill. pp. 33-58.
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  45.  4
    Malou Luchtenberg, Els Maeckelberghe, Louise Locock, Lesley Powell & A. A. Eduard Verhagen (2015). Young People's Experiences of Participation in Clinical Trials: Reasons for Taking Part. American Journal of Bioethics 15 (11):3-13.
    Given the lack of knowledge about safety and efficacy of many treatments for children, pediatric clinical trials are important, but recruitment for pediatric research is difficult. Little is known about children's perspective on participating in trials. The purpose of this study was to understand the experiences and motivations of young people who took part in clinical trials. This is a qualitative interview study of 25 young people aged 10–23 who were invited to take part in clinical trials. Interviews (...)
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  46. Ellery Samuels William, Nicoll Kate & Trifone Cindy (2008). An In-Class, Humane Education Program Can Improve Young Students' Attitudes Toward Animals. Society and Animals 16 (1):45-60.
    All 8 first-grade classes of an elementary school participated in a study of the efficacy of an in-class humane education program that incorporated regular visits from therapy animals. The study also investigated the relative efficacy of a popular, printed humane-education publication, although it was not possible to use this printed material in its optimal manner. The in-class humane-education program—but not the printed material—significantly increased students' self-reported attitudes toward nonhuman animals as compared to those of students who did not participate in (...)
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  47.  44
    Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello (forthcoming). Young Children Understand and Defend the Entitlements of Others. Journal of Experimental Child Psychology.
    Human social life is structured by social norms creating both obligations and entitlements. Recent research has found that young children enforce simple obligations against norm violators by protesting. It is not known, however, whether they understand entitlements in the sense that they will actively object to a second party attempting to interfere in something that a third party is entitled to do — what we call counter-protest. In two studies, we found that 3-year-old children understand when a person is (...)
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  48.  14
    Daniel Coren (forthcoming). On Young’s Version of the Principle of Alternate Possibilities. Philosophia:1-10.
    Harry Frankfurt (1969) famously gave cases in which an agent lacks alternate possibilities and yet seems morally responsible. Such cases purportedly falsify the Principle of Alternate Possibilities, which states that the ability to do otherwise is necessary for moral responsibility. There is an enormous body of literature debating whether or not Frankfurt cases and their variants do in fact falsify PAP. In order to sidestep Frankfurt cases altogether, Garry Young (2016) argues for a different version of PAP, namely, PAP, (...)
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  49.  15
    Norman Daniels (1988). Am I My Parents' Keeper?: An Essay on Justice Between the Young and the Old. Oxford University Press.
    The rapidly increasing numbers of elderly people in our society have raised some important moral questions: How should we distribute social resources among different age groups? What does justice require from both the young and the old? In this book, Norman Daniels offers the first systematic philosophical discussion of these urgent questions, advocating what he calls a "lifespan" approach to the problem: Since, as they age, people pass through a variety of institutions, the challenge of caring for the elderly (...)
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  50.  54
    Hailey L. Dotterer, Rebecca Waller, Craig S. Neumann, Daniel S. Shaw, Erika E. Forbes, Ahmad R. Hariri & Luke W. Hyde (forthcoming). Examining the Factor Structure of the Self-Report of Psychopathy Short-Form Across Four Young Adult Samples. Assessment:1-18.
    Psychopathy refers to a range of complex behaviors and personality traits, including callousness and antisocial behavior, typically studied in criminal populations. Recent studies have used self-reports to examine psychopathic traits among noncriminal samples. The goal of the current study was to examine the underlying factor structure of the Self-Report of Psychopathy Scale–Short Form (SRP-SF) across complementary samples and examine the impact of gender on factor structure. We examined the structure of the SRP-SF among 2,554 young adults from three undergraduate (...)
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