Results for 'James L. Jarrett'

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  1.  34
    The Teaching of Values: Caring and Appreciation.James L. Jarrett - 1992 - British Journal of Educational Studies 40 (2):185-187.
  2.  7
    The quest for beauty.James L. Jarrett - 1957 - Englewood Cliffs, N.J.: Prentice-Hall.
  3.  16
    Morality in the Making: Thought, Action, and the Social Context.James L. Jarrett, Helen Weinreich-Haste & Don Locke - 1985 - British Journal of Educational Studies 33 (1):92.
  4.  5
    Nietzsche's Zarathustra: Notes of the Seminars Given in 1934-39.C. G. Jung & James L. Jarrett - 1989
    First published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.
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  5.  7
    The Humanities and Humanistic Education.Eleanor F. Katz & James L. Jarrett - 1976 - Journal of Aesthetic Education 10 (3/4):240.
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  6.  22
    Art as cognitive experience.James L. Jarrett - 1953 - Journal of Philosophy 50 (23):681-688.
  7.  30
    A response to David Carr.James L. Jarrett - 1995 - Studies in Philosophy and Education 14 (4):427-428.
  8.  10
    Aesthetic Types? A Dialogue.James L. Jarrett - 1976 - The Journal of Aesthetic Education 10 (3/4):183.
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  9.  52
    Book Reviews Section 3.James L. Jarrett, Walter P. Krolikowski, Charles R. Estes, Hugh C. Black, Charles S. Benson, John Lipkin, Gerald T. Kowitz, Anthony Scarangello, Langston C. Bannister, David N. Campbell, Christine C. Swarm, Steven I. Miller, David H. Ford, William J. Mathis, Don Kauchak, Paul R. Klohr, George W. Bright, Joyce Ann Rich, Edward F. Dash & Marvin Willerman - 1973 - Educational Studies 4 (3):155-168.
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  10.  4
    Countering Alienation.James L. Jarrett - 1972 - The Journal of Aesthetic Education 6 (1/2):179.
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  11.  11
    Contemporary Philosophy.Contemporary Latin-American Philosophy. A Selection.James L. Jarrett & Sterling M. Mcmurrin - 1955 - Philosophy and Phenomenological Research 16 (1):136-138.
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  12. Contemporary Philosophy a Book of Readings.James L. Jarrett & Sterling M. Mcmurrin - 1954 - Holt, Rinehart and Winston.
     
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  13.  46
    Coming to Know Persons, Including Oneself.James L. Jarrett - 1968 - The Monist 52 (1):87-103.
    The listing of the aims of education is an activity with a long and partly honorable history, ranging at least from Plato’s Republic right down to what must be a sizable number of faculty curriculum committees now meeting and discovering anew that they must first of all address themselves to desired goals in order to justify their requirements and electives. Sometimes the goals have been found to be numerous and specific, sometimes few and broad: The Educational Policies Commission in The (...)
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  14.  5
    Jung and Kinds of Love.James L. Jarrett & Guild of Pastoral Psychology - 1995 - Guild of Pastoral Psychology.
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  15.  8
    Jung's Seminar on Nietzsche's Zarathustra: Abridged Edition.James L. Jarrett (ed.) - 1997 - Princeton University Press.
    Nietzsche's infamous work Thus Spake Zarathustra is filled with a strange sense of religiosity that seems to run counter to the philosopher's usual polemics against religious faith. For some scholars, this book marks little but a mental decline in the great philosopher; for C. G. Jung, Zarathustra was an invaluable demonstration of the unconscious at work, one that illuminated both Nietzsche's psychology and spirituality and that of the modern world in general. The original two-volume edition of Jung's lively seminar on (...)
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  16.  7
    Literary Functions, Roles, Masks.James L. Jarrett - 1967 - Proceedings and Addresses of the American Philosophical Association 41:35 - 56.
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  17.  12
    More on professor Pepper's theory of the aesthetic object.James L. Jarrett - 1952 - Journal of Philosophy 49 (14):475-478.
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  18.  9
    Nietzsche's Zarathustra: Notes of the Seminar Given in 1934-1939 by C.G. Jung.James L. Jarrett (ed.) - 1988 - Routledge.
    As a young man growing up near Basel, Jung was fascinated and disturbed by tales of Nietzsche's brilliance, eccentricity, and eventual decline into permanent psychosis. These volumes, the transcript of a previously unpublished private seminar, reveal the fruits of his initial curiosity: Nietzsche's works, which he read as a student at the University of Basel, had moved him profoundly and had a life-long influence on his thought. During the sessions the mature Jung spoke informally to members of his inner circle (...)
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  19.  4
    Nietzsche's Zarathustra: Notes of the Seminar Given in 1934-1939 by C.G. Jung.James L. Jarrett (ed.) - 1988 - Routledge.
    First published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.
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  20.  6
    Nietzsche's Zarathustra: Notes of the Seminar Given in 1934-1939. Two Volumes.James L. Jarrett (ed.) - 1988 - Princeton University Press.
    As a young man growing up near Basel, Jung was fascinated and disturbed by tales of Nietzsche's brilliance, eccentricity, and eventual decline into permanent psychosis. These volumes, the transcript of a previously unpublished private seminar, reveal the fruits of his initial curiosity: Nietzsche's works, which he read as a student at the University of Basel, had moved him profoundly and had a lifelong influence on his thought. During the sessions the mature Jung spoke informally to members of his inner circle (...)
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  21. Old Codgers and Young Upstarts.James L. Jarrett - 1958 - Pacific Philosophical Quarterly 39 (1):28.
  22.  5
    On Pornography.James L. Jarrett - 1970 - The Journal of Aesthetic Education 4 (3):61.
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  23. On Psysical Distance.James L. Jarrett - 1971 - Pacific Philosophical Quarterly 52 (1):61.
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  24.  7
    Personality and Artistic Creativity.James L. Jarrett - 1988 - The Journal of Aesthetic Education 22 (4):21.
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  25. Philosophy for the Study of Education.James L. Jarrett - 1969 - Houghton Mifflin.
     
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  26.  5
    Structures of Experience.James L. Jarrett - 1973 - Journal of Aesthetic Education 7 (1):108.
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  27. The Educational Theories of the Sophists.James L. Jarrett - 1969 - Teachers College Press.
     
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  28.  23
    Verification in the reading of poetry.James L. Jarrett - 1949 - Journal of Philosophy 46 (14):435-444.
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  29.  8
    Ways of Understanding and Education.James L. Jarrett & Louis Arnaud Reid - 1987 - British Journal of Educational Studies 35 (2):171.
  30.  2
    Language and Informal Logic.Robert T. Harris & James L. Jarrett - 1956 - New York, NY, USA: Longmans, Green.
  31. Language and Informal Logic.Robert T. Harris & James L. Jarrett - 1956 - Philosophy 32 (123):374-375.
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  32.  7
    Aesthetic Concepts and Education. [REVIEW]James L. Jarrett - 1971 - Journal of Aesthetic Education 5 (1):173.
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  33.  41
    Book Reviews Section 2.Martin Levit, David Neil Silk, Francesco Cordasco, George Bernstein, Paul F. Black, Hyman Kuritz, David Gottlieb, Mary Dunn, James L. Jarrett, Sandra Gadell, John Gadell, Glen Hass, Ronald H. Mueller, Robert Acosta, Sylvester Kohut Jr, Ralph H. Hunkins, Robert B. Girvan, Frederick S. Buchanan, Albert Nissman & H. J. Prince - 1973 - Educational Studies 4 (1):21-35.
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  34.  43
    Philoophical Consequences of Quantum Theory.James T. Cushing & Ernan McMullin (eds.) - 1989 - University of Notre Dame Press.
    From the beginning, the implications of quantum theory for our most general understanding of the world have been a matter of intense debate. Einstein argues that the theory had to be regarded as fundamentally incomplete. Its inability, for example, to predict the exact time of decay of a single radioactive atom had to be due to a failure of the theory and not due to a permanent inability on our part or a fundamental indeterminism in nature itself. In 1964, John (...)
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  35. On Scepticism About Ought Simpliciter.James L. D. Brown - 2023 - Australasian Journal of Philosophy.
    Scepticism about ought simpliciter is the view that there is no such thing as what one ought simpliciter to do. Instead, practical deliberation is governed by a plurality of normative standpoints, each authoritative from their own perspective but none authoritative simpliciter. This paper aims to resist such scepticism. After setting out the challenge in general terms, I argue that scepticism can be resisted by rejecting a key assumption in the sceptic’s argument. This is the assumption that standpoint-relative ought judgments bring (...)
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  36. Integrating the Philosophy and Psychology of Well-Being: An Opinionated Overview.James L. D. Brown & Sophie Potter - 2024 - Journal of Happiness Studies 25 (50):1-29.
    This paper examines the integration and unification of the philosophy and psychology of well-being. For the most part, these disciplines investigate well-being without reference to each other. In recent years, however, with the maturing of each discipline, there have been a growing number of calls to integrate the two. While such calls are welcome, what it means to integrate well-being philosophy and psychology can vary greatly depending on one’s theoretical and practical ends. The aim of this paper is to provide (...)
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  37. Conceptual Role Expressivism and Defective Concepts.James L. D. Brown - 2022 - In Oxford Studies in Metaethics 17. pp. 225-53.
    This paper examines the general prospects for conceptual role expressivism, expressivist theories that embrace conceptual role semantics. It has two main aims. The first aim is to provide a general characterisation of the view. The second aim is to raise a challenge for the general view. The challenge is to explain why normative concepts are not a species of defective concepts, where defective concepts are those that cannot meaningfully embed and participate in genuine inference. After rejecting existing attempts to answer (...)
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  38. A Plea for Prudence.James L. D. Brown - 2023 - Analysis 83 (2):394-404.
    Critical notice of Guy Fletcher's 'Dear Prudence: The Nature and Normativity of Prudential Discourse' and Dale Dorsey's 'A Theory of Prudence'.
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  39.  33
    The anthropological lens: harsh light, soft focus.James L. Peacock - 1986 - New York: Cambridge University Press.
    Anthropology is a complex, wide-ranging, and ever-changing field. This clear, coherent, and well-crafted book is a revised version of a very successful text first published in 1986, designed to supplement standard textbooks and monographs. It covers the central concepts, distinctive methodologies, and philosophical as well as practical issues of cultural anthropology, and it is accessible to the anthropological novice, and of value to the professional. The updated version covers current issues in cultural anthropology, and includes topics such as globalization, gender, (...)
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  40.  22
    Spatial reversal learning in the lizard Coleonyx variegatus.Patricia M. Kirkish, James L. Fobes & Ann M. Richardson - 1979 - Bulletin of the Psychonomic Society 13 (4):265-267.
    Banded geckos (Coleonyx variegatus) were trained, at the rate of five daily trials, on eight intradimensional spatial shifts to a criterion of 80% correct per reversal. In contrast to several previously reported failures to obtain reversal learning, Coleonyx demonstrated significant improvement on both errors and trials to criterion. Their reversal performance compares favorably with that of birds and mammals and a common index of reversal ability, the mean total error, did not differentiate between taxa.
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  41.  16
    Post-Cartesian meditations: an essay in dialectical phenomenology.James L. Marsh (ed.) - 1988 - New York: Fordham University Press.
    Although this book derives its inspiration and model from Descartes' Meditations and Husserl's Cartesian Meditations, it attempts to overcome Cartesianism ...
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  42.  85
    The Educational Writings of John Locke.James L. Axtell & John Locke - 1969 - British Journal of Educational Studies 17 (1):97-98.
  43.  12
    Computational approaches to color constancy: Adaptive and ontogenetic considerations.James L. Dannemiller - 1989 - Psychological Review 96 (2):255-266.
  44.  47
    Modernity and its discontents.James L. Marsh, John D. Caputo & Merold Westphal (eds.) - 1992 - New York: Fordham University Press.
    The introduction by Merold Westphal sets the scene: "Two books, two visions of philosophy, two friends and sometimes colleagues...". Modernity and Its Discontents is a debate between Caputo and Marsh in which each upheld their opposing philosphical positions by critical modernism and post-modernism. The book opens with a critique of each debater of the other's previous work. With its passionate point-counterpoint form, the book recalls the philosphical dialogues of classical times, but the writing style remains lucid and uncluttered. Taking the (...)
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  45. James L. Jarrett, "The Quest for Beauty". [REVIEW]Richard M. Millard - 1957 - Philosophical Forum 15:63.
     
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  46. Oxford Studies in Metaethics 17.James L. D. Brown (ed.) - 2022
     
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  47.  65
    A Defense of the Whole‐Brain Concept of Death.James L. Bernat - 1998 - Hastings Center Report 28 (2):14-23.
    The concept of whole‐brain death is under attack again. Scholars are arguing that the concept of brain death per se—regardless of the focus on “higher,” “stem” or “whole”—is fundamentally flawed. These scholars have identified what they believe are serious discrepancies between the definition and criterion of brain death, and have pointed out that medical professionals and lay persons remain confused about its meaning. Yet whole‐brain death remains the standard for determining death in much of the Western world and its defenders (...)
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  48.  80
    How the Distinction between "Irreversible" and "Permanent" Illuminates Circulatory-Respiratory Death Determination.James L. Bernat - 2010 - Journal of Medicine and Philosophy 35 (3):242-255.
    The distinction between the "permanent" (will not reverse) and "irreversible" (cannot reverse) cessation of functions is critical to understand the meaning of a determination of death using circulatory–respiratory tests. Physicians determining death test only for the permanent cessation of circulation and respiration because they know that irreversible cessation follows rapidly and inevitably once circulation no longer will restore itself spontaneously and will not be restored medically. Although most statutes of death stipulate irreversible cessation of circulatory and respiratory functions, the accepted (...)
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  49. Expressivism and Cognitive Propositions.James L. D. Brown - 2019 - Journal of the American Philosophical Association 5 (3):371-387.
    Expressivists about normative thought and discourse traditionally deny that there are nondeflationary normative propositions. However, it has recently been suggested that expressivists might avoid a number of problems by providing a theory of normative propositions compatible with expressivism. This paper explores the prospects for developing an expressivist theory of propositions within the framework of cognitive act theories of propositions. First, I argue that the only extant expressivist theory of cognitive propositions—Michael Ridge's ‘ecumenical expressivist’ theory—fails to explain identity conditions for normative (...)
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  50.  28
    The Whole-Brain Concept of Death Remains Optimum Public Policy.James L. Bernat - 2006 - Journal of Law, Medicine and Ethics 34 (1):35-43.
    The definition of death is one of the oldest and most enduring problems in biophilosophy and bioethics. Serious controversies over formally defining death began with the invention of the positive-pressure mechanical ventilator in the 1950s. For the first time, physicians could maintain ventilation and, hence, circulation on patients who had sustained what had been previously lethal brain damage. Prior to the development of mechanical ventilators, brain injuries severe enough to induce apnea quickly progressed to cardiac arrest from hypoxemia. Before the (...)
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