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  1. The Will to Believe: And Other Essays in Popular Philosophy.William James - 1979 - New York: Cambridge University Press. Edited by Frederick Burkhardt, Fredson Bowers & Ignas K. Skrupskelis.
    For this 1897 publication, the American philosopher William James brought together ten essays, some of which were originally talks given to Ivy League societies. Accessible to a broader audience, these non-technical essays illustrate the author's pragmatic approach to belief and morality, arguing for faith and action in spite of uncertainty. James thought his audiences suffered 'paralysis of their native capacity for faith' while awaiting scientific grounds for belief. His response consisted in an attitude of 'radical empiricism', which deals practically rather (...)
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  • Remarks on Colour.Ludwig Wittgenstein - 2014 - Beytulhikme An International Journal of Philosophy 4 (1):115.
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  • On Wittgenstein and James.S. K. Wertz - 1972 - New Scholasticism 46 (4):446-448.
  • Wittgenstein and Heraclitus: Two River-Images: Discussion.Roger A. Shiner - 1974 - Philosophy 49 (188):191-197.
  • William James's concept of the stream of thought, phenomenologically interpreted.Alfred Schuetz - 1940 - Journal of Philosophy 37 (4):673-74.
  • William James' concept of the stream of thought phenomenologically interpreted.Alfred Schuetz - 1941 - Philosophy and Phenomenological Research 1 (4):442-452.
  • Wittgenstein and Heraclitus: Two River-Images.Roger A. Shiner - 1974 - Philosophy 49 (188):191 - 197.
  • The Will to Believe, and other Essays in Popular Philosophy.William James - 1897 - Philosophical Review 6 (3):331.
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  • Wittgenstein and James.Matthew Fairbanks - 1966 - New Scholasticism 40 (3):331-340.
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  • Moore and Wittgenstein as Teachers.Alice Ambrose - 1989 - Teaching Philosophy 12 (2):107-113.
    G e moore and ludwig wittgenstein were very different teachers, both because of their differing views on the nature and aims of philosophical investigation, and because of the differences in the way they thought, their educational backgrounds, and the kind of persons they were. this paper records experiences of the two philosophers as teachers and as personalities, and indicates the features of their teaching which stemmed from their views and from their personalities.
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