Results for ' “What We Learn from the Lilies in the Field and from the Birds of the Air”'

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  1.  7
    Works of Love, Discourses, and Other Writings.M. Jamie Ferreira - 2008-10-17 - In Steven Nadler (ed.), Kierkegaard. Wiley‐Blackwell. pp. 122–147.
    This chapter contains sections titled: Upbuilding Discourses in Various Spirits Works Of Love: Some Christian Deliberations in the Form of Discourses Christian Discourses The Crisis and a Crisis in the Life of an Actress The Point of View for My Work as an Author Three Godly Discourses further reading.
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  2.  41
    The Lily of the Field and the Bird of the Air: Three Godly Discourses.Søren Kierkegaard - 2016 - Princeton University Press.
    In the Sermon on the Mount, Jesus tells his followers to let go of earthly concerns by considering the lilies of the field and the birds of the air. Søren Kierkegaard's short masterpiece on this famous gospel passage draws out its vital lessons for readers in a rapidly modernizing and secularizing world. Trenchant, brilliant, and written in stunningly lucid prose, The Lily of the Field and the Bird of the Air is one of Kierkegaard's most important (...)
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  3.  10
    The Lily in the Field and the Bird of the Air.S. Kierkegaard - 2000 - In Edna H. Hong (ed.), The Essential Kierkegaard. Princeton University Press. pp. 333-338.
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  4.  89
    Understanding the Replication Crisis as a Base Rate Fallacy.Alexander Bird - 2021 - British Journal for the Philosophy of Science 72 (4):965-993.
    The replication (replicability, reproducibility) crisis in social psychology and clinical medicine arises from the fact that many apparently well-confirmed experimental results are subsequently overturned by studies that aim to replicate the original study. The culprit is widely held to be poor science: questionable research practices, failure to publish negative results, bad incentives, and even fraud. In this article I argue that the high rate of failed replications is consistent with high-quality science. We would expect this outcome if the (...) of science in question produces a high proportion of false hypotheses prior to testing. If most of the hypotheses under test are false, then there will be many false hypotheses that are apparently supported by the outcomes of well conducted experiments and null hypothesis significance tests with a type-I error rate (α) of 5%. Failure to recognize this is to commit the fallacy of ignoring the base rate. I argue that this is a plausible diagnosis of the replication crisis and examine what lessons we thereby learn for the future conduct of science. (shrink)
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  5.  27
    Living, like the Lily, in the Present: Kierkegaard's Philosophy of Time.Karl Aho - 2016 - Dissertation, Baylor University
    Each of us experiences two conflicting attitudes towards time. On the one hand, we all, at least to some degree, look ahead towards the future. On the other hand, we sometimes feel like we ought to live in the present, without this concern about the future. Derek Parfit claims that we would be happier if we lacked our focus on the future: we would not be sad when good things were in the past, we could take life’s pleasures as they (...)
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  6.  5
    Selected Entries from Kierkegaard's Journals and Papers Pertaining to The Lily in the Field and the Bird if the Air.Edna H. Hong - 2009 - In Kierkegaard's Writings, Xviii: Without Authority. Princeton University Press. pp. 197-203.
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  7.  41
    The Business Ethics Movement: "Where Are We Headed and What Can We Learn from Our Colleagues in Bioethics?".Andrew C. Wicks - 1995 - Business Ethics Quarterly 5 (3):603-620.
    There is a long and distinguished history of ethical thought in both business and medicine dating back to ancient times. Yet, the emergence of distinct academic disciplines ("business ethics" and "bioethics") which are also tied to broader social movements is a very recent phenomenon. In spite of the apparent affinities that would seem to emerge from this connection, many have argued that the differences between business and medicine make any constructive interaction between business ethics and bioethics minimal. Indeed, little (...)
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  8. What can we learn about the ontology of space and time from the theory of relativity?John D. Norton - 2000
    In the exuberance that followed Einstein’s discoveries, philosophers at one time or another have proposed that his theories support virtually every conceivable moral in ontology. I present an opinionated assessment, designed to avoid this overabundance. We learn from Einstein’s theories of novel entanglements of categories once held distinct: space with time; space and time with matter; and space and time with causality. We do not learn that all is relative, that time in the fourth dimension in any (...)
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  9. Causation and the manifestation of powers.Alexander Bird - 2010 - In Anna Marmodoro (ed.), The Metaphysics of Powers: Their Grounding and Their Manifestations. Routledge.
    It is widely agreed that many causal relations can be regarded as dependent upon causal relations that are in some way more basic. For example, knocking down the first domino in a row of one hundred dominoes will be the cause of the hundredth domino falling. But this causal relation exists in virtue of the knocking of the first domino causing the falling of the second domino, and so forth. In such a case, A causes B in virtue of there (...)
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  10.  52
    Do the Ends Justify the Means? Variation in the Distributive and Procedural Fairness of Machine Learning Algorithms.Lily Morse, Mike Horia M. Teodorescu, Yazeed Awwad & Gerald C. Kane - 2021 - Journal of Business Ethics 181 (4):1083-1095.
    Recent advances in machine learning methods have created opportunities to eliminate unfairness from algorithmic decision making. Multiple computational techniques (i.e., algorithmic fairness criteria) have arisen out of this work. Yet, urgent questions remain about the perceived fairness of these criteria and in which situations organizations should use them. In this paper, we seek to gain insight into these questions by exploring fairness perceptions of five algorithmic criteria. We focus on two key dimensions of fairness evaluations: distributive fairness and procedural (...)
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  11.  21
    Properties, Powers and Structures: Issues in the Metaphysics of Realism.Alexander Bird, Brian David Ellis & Howard Sankey (eds.) - 2013 - New York: Routledge.
    While the phrase "metaphysics of science" has been used from time to time, it has only recently begun to denote a specific research area where metaphysics meets philosophy of science—and the sciences themselves. The essays in this volume demonstrate that metaphysics of science is an innovative field of research in its own right. The principle areas covered are: The modal metaphysics of properties: What is the essential nature of natural properties? Are all properties essentially categorical? Are they all (...)
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  12.  51
    The Pneumatic Common: Learning in, with and from the air.Derek R. Ford - 2015 - Educational Philosophy and Theory 47 (13-14):1405-1418.
    Air is an immersive substance that envelopes us and binds us together, yet it has dominantly been taken for granted and left out of educational and other theorizations. This article develops a conceptualization of the pneumatic common in order to address this gap. The specific intervention staged is within recent educational literature on the common by Noah De Lissovoy, Tyson E. Lewis, and Alexander Means. This literature is surveyed and analyzed in relation to educational theory, curriculum, pedagogy, and policy. Claiming (...)
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  13.  22
    Finitude, Necessity, and Healing from Despair in Kierkegaard's The Lily and the Bird.Anna Louise Strelis Söderquist - 2024 - Journal of Religious Ethics 52 (1):95-113.
    This study underscores The Lily and the Bird's response to despair in The Sickness unto Death. By suggesting in The Lily and the Bird that we look to nature's creatures to learn an attunement and responsiveness to our situation as physical creatures subject to finite constraints, Kierkegaard's text comes into dialogue with a form of misalignment portrayed in The Sickness unto Death as a refusal of the given, “the finite,” and “the necessary.” One way of seeking alignment in The (...)
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  14.  54
    Bridging the explanatory gaps: What can we learn from a biological agency perspective?Sonia E. Sultan, Armin P. Moczek & Denis Walsh - 2022 - Bioessays 44 (1):2100185.
    We begin this article by delineating the explanatory gaps left by prevailing gene‐focused approaches in our understanding of phenotype determination, inheritance, and the origin of novel traits. We aim not to diminish the value of these approaches but to highlight where their implementation, despite best efforts, has encountered persistent limitations. We then discuss how each of these explanatory gaps can be addressed by expanding research foci to take into accountbiological agency—the capacity of living systems at various levels to participate in (...)
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  15.  15
    What New Can We Learn from the Philosophical Journals of Jan Patočka?Dariusz Bęben - 2023 - Forum Philosophicum: International Journal for Philosophy 28 (2):405-410.
    Jan Patočka’s extensive oeuvre contains eleven notebooks filled with randomly dated notes from 1946 to 1950. These documents originate from the so-called Strahov legacy, specifically manuscripts discovered in the 1990s in the Strahov library. This legacy includes a collection of Patočka’s manuscripts from the 1930s and 1940s. The 1980s were mainly devoted to the history of philosophy, the philosophy of history, and phenomenological reflections on the concept of the world. In 1971, Patočka deposited them in this renowned (...)
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  16.  9
    Maternal epigenetic responsibility: what can we learn from the pandemic?Ilke Turkmendag & Ying-Qi Liaw - 2022 - Medicine, Health Care and Philosophy 25 (3):483-494.
    This paper examines the construction of maternal responsibility in transgenerational epigenetics and its implications for pregnant women. Transgenerational epigenetics is suggesting a link between maternal behaviour and lifestyle during pregnancy and the subsequent well-being of their children. For example, poor prenatal diet and exposure to maternal distress during pregnancy are linked to epigenetic changes, which may cause health problems in the offspring. In this field, the uterus is seen as a micro-environment in which new generations can take shape. Because (...)
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  17.  9
    To Be(come) Love Itself: Charity as Acquired Originality.Deidre Nicole Green - 2019 - Kierkegaard Studies Yearbook 24 (1):217-240.
    In 1849, Kierkegaard published The Lily in the Field and the Bird of the Air: Three Devotional Discourses, which were closely followed by two discourses on the woman who was a sinner, published in 1849 and 1850. I argue that these discourses are intended to set the stage to learn how to embody Christian love from the woman. Kierkegaard’s claims about what is required to teach Christian virtue imply that the woman becomes more than loving, she becomes (...)
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  18.  6
    Re-examining a theology of reconciliation: What we learn from the Kairos Document and its pedagogical implications.Demaine J. Solomons - 2020 - HTS Theological Studies 76 (1).
    This contribution is derived from a more extensive 2018 PhD study in which the contested nature of the discourses on reconciliation is explored. It provides a conceptual analysis of how reconciliation is understood in the Kairos Document. Regarded as an outstanding example of a theological response to the problem of apartheid, what is often overlooked is the tension implicit in its approach which, in turn, has serious implications for how matters of social justice are understood and acted upon. Here, (...)
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  19.  14
    What Can We Learn From Children? A Reading of The Sound and the Fury.Marco Motta - 2023 - Critical Horizons 24 (1):60-75.
    In this paper, I am interested in how a novel can make us see children as active and direct witnesses of their time. Through a close reading of The Sound and the Fury, I ask what we (adults and scholars) can learn from children. By closely looking at the picture of the ordinary through the lens of Faulkner’s children recounting household events, I hope to show that they can inspire us to look differently at the world and teach (...)
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  20. What can we learn from the paradox of knowability?Cesare Cozzo - 1994 - Topoi 13 (2):71--78.
    The intuitionistic conception of truth defended by Dummett, Martin Löf and Prawitz, according to which the notion of proof is conceptually prior1 to the notion of truth, is a particular version of the epistemic conception of truth. The paradox of knowability (first published by Frederic Fitch in 1963) has been described by many authors2 as an argument which threatens the epistemic, and the intuitionistic, conception of truth. In order to establish whether this is really so, one has to understand what (...)
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  21. What should philosophers of science learn from the history of the electron?Jonathan Bain & John Norton - 2001 - In A. Warwick (ed.), Histories of the Electron: The Birth of Microphysics. pp. 451--465.
    We have now celebrated the centenary of J. J. Thomson’s famous paper (1897) on the electron and have examined one hundred years of the history of our first fundamental particle. What should philosophers of science learn from this history? To some, the fundamental moral is already suggested by the rapid pace of this history. Thomson’s concern in 1897 was to demonstrate that cathode rays are electrified particles and not aetherial vibrations, the latter being the “almost unanimous opinion of (...)
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  22. What Can We Learn from the Misunderstandings of Radical Constructivism? Commentary on Slezak's “Radical Constructivism: Epistemology, Education and Dynamite”.D. I. Dykstra - 2010 - Constructivist Foundations 6 (1):120-126.
    Problem: What alternative strategies from our experiences using a Piaget-based radical constructivist pedagogy might have more and better results than the current practice of responding in debate form, each side trying to prove the other wrong? Method: Use of Slezak’s paper to illuminate the point that the central problem with the interpretation of RC generally used in such writing is that the authors seem not to be able to operate from the central tenet of RC, which is the (...)
     
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  23.  44
    What Do We Have to Lose? Offloading Through Moral Technologies: Moral Struggle and Progress.Lily Eva Frank - 2020 - Science and Engineering Ethics 26 (1):369-385.
    Moral bioenhancement, nudge-designed environments, and ambient persuasive technologies may help people behave more consistently with their deeply held moral convictions. Alternatively, they may aid people in overcoming cognitive and affective limitations that prevent them from appreciating a situation’s moral dimensions. Or they may simply make it easier for them to make the morally right choice by helping them to overcome sources of weakness of will. This paper makes two assumptions. First, technologies to improve people’s moral capacities are realizable. Second, (...)
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  24.  42
    What Can We Learn From Analogue Experiments?Karim P. Y. Thebault - unknown
    In 1981 Unruh proposed that fluid mechanical experiments could be used to probe key aspects of the quantum phenomenology of black holes. In particular, he claimed that an analogue to Hawking radiation could be created within a fluid mechanical `dumb hole', with the event horizon replaced by a sonic horizon. Since then an entire sub-field of `analogue gravity' has been created. In 2016 Steinhauer reported the experimental observation of quantum Hawking radiation and its entanglement in a Bose-Einstein condensate analogue (...)
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  25.  12
    A comparison of distributed machine learning methods for the support of “many labs” collaborations in computational modeling of decision making.Lili Zhang, Himanshu Vashisht, Andrey Totev, Nam Trinh & Tomas Ward - 2022 - Frontiers in Psychology 13.
    Deep learning models are powerful tools for representing the complex learning processes and decision-making strategies used by humans. Such neural network models make fewer assumptions about the underlying mechanisms thus providing experimental flexibility in terms of applicability. However, this comes at the cost of involving a larger number of parameters requiring significantly more data for effective learning. This presents practical challenges given that most cognitive experiments involve relatively small numbers of subjects. Laboratory collaborations are a natural way to increase overall (...)
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  26.  6
    Ravens at Play.Deborah Bird Rose, Stuart Cooke & Thom van Dooren - 2011 - Cultural Studies Review 17 (2).
    ‘We were driving through Death Valley, an American-Australian and two Aussies, taking the scenic route from Las Vegas to Santa Cruz.’ This multi-voiced account of multispecies encounters along a highway takes up the challenge of playful and humorous writing that is as well deeply serious and theoretically provocative. Our travels brought us into what Donna Haraway calls the contact zone: a region of recognition and response. The contact zone is a place of significant questions: ‘Who are you, and so (...)
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  27.  11
    Yanomami: The Fierce Controversy and What We Can Learn From It.Rob Borofsky, Bruce Albert, Raymond Hames, Kim Hill, Lêda Leitão Martins, John Peters & Terence Turner - 2005 - University of California Press.
    _Yanomami_ raises questions central to the field of anthropology—questions concerning the practice of fieldwork, the production of knowledge, and anthropology's intellectual and ethical vision of itself. Using the Yanomami controversy—one of anthropology's most famous and explosive imbroglios—as its starting point, this book draws readers into not only reflecting on but refashioning the very heart and soul of the discipline. It is both the most up-to-date and thorough public discussion of the Yanomami controversy available and an innovative and searching assessment (...)
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  28.  88
    Learning from the Pine and the Bamboo: Bashō as a Resource in Teaching Japanese Philosophy.Stephen Leach - 2018 - Netsol 3 (1):1-15.
    In American universities, even Asian Philosophy is still often taught following methods adapted from European universities of the nineteenth century. Whether or not this approach is well-suited to philosophy as it was conceived in that era, it is inadequate if the aim is to develop a deep appreciation of Japanese philosophy. To limit what we consider Japanese philosophy to only what bears a distinct resemblance to academic Western philosophy, and accordingly to approach Japanese philosophy purely theoretically, is to risk (...)
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  29.  32
    Learning from deep brain stimulation: the fallacy of techno-solutionism and the need for ‘regimes of care’.John Gardner & Narelle Warren - 2019 - Medicine, Health Care and Philosophy 22 (3):363-374.
    Deep brain stimulation (DBS) is an effective treatment for the debilitating motor symptoms of Parkinson’s disease and other neurological disorders. However, clinicians and commentators have noted that DBS recipients have not necessarily experienced the improvements in quality of life that would be expected, due in large part to what have been described as the ‘psychosocial’ impacts of DBS. The premise of this paper is that, in order to realise the full potential of DBS and similar interventions, clinical services need to (...)
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  30. Uses and Abuses of AI Ethics.Lily E. Frank & Michal Klincewicz - forthcoming - In David J. Gunkel (ed.), Handbook of the Ethics of AI. Edward Elgar Publishing.
    In this chapter we take stock of some of the complexities of the sprawling field of AI ethics. We consider questions like "what is the proper scope of AI ethics?" And "who counts as an AI ethicist?" At the same time, we flag several potential uses and abuses of AI ethics. These include challenges for the AI ethicist, including what qualifications they should have; the proper place and extent of futuring and speculation in the field; and the dilemmas (...)
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  31.  30
    Comparing the Burden: What Can We Learn by Comparing Regulatory Frameworks in Abortion and Fertility Services? [REVIEW]Sebastian Sethe & Alison Murdoch - 2013 - Health Care Analysis 21 (4):338-354.
    In the UK, regulation of clinical services is being restructured. We consider two clinical procedures, abortion and IVF treatment, which have similar ethical and political sensitivities. We consider factors including the law, licensing, inspection, amount of paperwork and reporting requirements, the reception by practitioners and costs, to establish which field has the greater ‘regulatory burden’. We test them based on scientific, ethical, social, political factors that might explain differences. We find that regulatory burden borne by IVF services is greater (...)
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  32. Kierkegaard's Writings, Xv: Upbuilding Discourses in Various Spirits.Howard V. Hong & Edna H. Hong (eds.) - 2009 - Princeton University Press.
    In his praise for Part I of Upbuilding Discourses in Various Spirits, the eminent Kierkegaard scholar Eduard Geismar said, "I am of the opinion that nothing of what he has written is to such a degree before the face of God. Anyone who really wants to understand Kierkegaard does well to begin with it." These discourses, composed after Kierkegaard had initially intended to end his public writing career, constitute the first work of his "second authorship." Characterized by Kierkegaard as ethical-ironic, (...)
     
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  33.  18
    What can we learn from the absence of evidence?Thomas R. Zentall - 1998 - Behavioral and Brain Sciences 21 (1):133-134.
    Heyes discounts findings of imitation and self recognition in nonhuman primates based on flimsy speculation and then indicates that even positive findings would not provide evidence of theory of mind. Her proposed experiment is unlikely to work, however, because, even if the animals have a theory of mind, a number of assumptions, not directly related to theory of mind, must be made about their reasoning ability.
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  34.  14
    Re-reading the Religious – Aesthetically: A Literary Analysis of “The Woman Who Was a Sinner” and The Lily in the Field and the Bird of the Air.Henrike Fürstenberg - 2017 - Kierkegaard Studies Yearbook 2017 (1):145-174.
    Name der Zeitschrift: Kierkegaard Studies Yearbook Jahrgang: 2017 Heft: 1 Seiten: 145-174.
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  35.  23
    B Flach! B Flach!Myroslav Laiuk & Ali Kinsella - 2023 - Common Knowledge 29 (1):1-20.
    Don't tell terrible stories—everyone here has enough of their own. Everyone here has a whole bloody sack of terrible stories, and at the bottom of the sack is a hammer the narrator uses to pound you on the skull the instant you dare not believe your ears. Or to pound you when you do believe. Not long ago I saw a tomboyish girl on Khreshchatyk Street demand money of an elderly woman, threatening to bite her and infect her with syphilis. (...)
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  36.  84
    Human-Sled Dog Relations: What Can We Learn from the Stories and Experiences of Mushers?Gail Kuhl - 2011 - Society and Animals 19 (1):22-37.
    In this qualitative study, the elements and quality of musher-sled dog relationships were investigated. In-depth interviews with a narrative design were conducted with eight mushers from northern Minnesota and northwestern Ontario. The mushers were asked to contribute ideas by sharing stories and experiences of working with dogs, as well as art or photographs. While all the participants had their own ideas about musher-sled dog relationships, six themes emerged. The mushers stated the importance of getting to know the dogs, their (...)
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  37.  24
    Is the devil in the detail? Evidence for S-S learning after unconditional stimulus revaluation in human evaluative conditioning under a broader set of experimental conditions.Hannah Jensen-Fielding, Camilla C. Luck & Ottmar V. Lipp - 2017 - Cognition and Emotion 32 (6):1275-1290.
    ABSTRACTWhether valence change during evaluative conditioning is mediated by a link between the conditional stimulus and the unconditional stimulus or between the CS and the unconditional response is a matter of continued debate. Changing the valence of the US after conditioning, known as US revaluation, can be used to dissociate these accounts. Changes in CS valence after US revaluation provide evidence for S-S learning but if CS valence does not change, evidence for S-R learning is found. Support for S-S learning (...)
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  38.  6
    Jesus and the Spirits: What Can We Learn from the New Testament World?Craig A. Evans - 2010 - Transformation: An International Journal of Holistic Mission Studies 27 (3):146-161.
    The present study explores in what ways the name of Jesus was invoked by Pagans, Jews, and Christians. It is shown that in contrast to famous worthies of the past, such as Solomon and the patriarchs, whose reputations grew over the centuries, the name of Jesus was invoked during his public ministry and continued for centuries following the Easter proclamation. Besides important texts, the artifactual evidence is also examined.
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  39.  14
    What Can We Learn From the Discussion on Anglophone Ethics Committees? An Analysis of Selected (Contested) Issues.Adrianna Surmiak - 2023 - Diametros 19 (76):15-29.
    Ethics committees enjoy both a long history and a strong presence in Anglophone countries, although simultaneously their functioning provokes debate in the social research community. In this paper, I analyse selected contested issues that revolve around three questions: 1) Who do ethics committees protect, and who should they? 2) Should ethics committees protect all research participants in the same way? 3) When can ethics committees intervene in the methodology of the research project under review? Analysing these disputes is important since (...)
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  40.  27
    Buddhism and christianity: Can we learn from the other?Christa W. Anbeek - 2005 - Bijdragen 66 (1):3-19.
    In this article the question is asked if Buddhism and Christianity can learn from each other. The investigation starts with a short historical overview of the meeting of Buddhists and Christians in Japan. Although the first encounters in the sixteenth century were friendly and hopeful, shortly afterwards a totally different atmosphere arose. Christianity was forbidden and Christians were persecuted and tortured. The novel Silence from Shusaku Endo, gives an impression of the severe oppression. Christians had to endure. (...)
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  41. What do we learn from the repugnant conclusion?Tyler Cowen - 1996 - Ethics 106 (4):754-775.
    In a series of articles on population theory, culminating in his 1984 b00k Reasons and Persons, Dcrck Pariit presented dilemmas for utilitarian and conscqucntialist moral theories.] ParHt’s work has led to rcncwcd interest in thc theory of optimal population. More generally, Pariit is searching for a general theory of bcncHcencc—"Theory X"——that also will covcr population comparisons. Theory X corresponds to Kenneth Arrow’s notion of a social welfare function—both attempt t0 provide 21 generic formula or algorithm for ranking social outcomes on (...)
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  42.  13
    Plato's Political Thought and Its Value To-Day.G. C. Field - 1941 - Philosophy 16 (63):227 - 241.
    I must begin by apologizing for taking a somewhat well-worn subject for my theme. My reason is that I have not yet found a recent treatment of it which is altogether to my satisfaction. Most of them seem to me too often to approach the subject from a point of view which, in a way, expects too much from the study of Plato or any other ancient author, and consequently either makes exaggerated claims for it or fails to (...)
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  43. Tocqueville and Europe: what can we learn from him about the past, the present, and the future of the old continent?Mark Tracz-Tryniecki & Zbigniew Rau - 2014 - In Zbigniew Rau & Marek Tracz-Tryniecki (eds.), Tocquevillian Ideas: Contemporary European Perspectives. Upa.
     
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  44.  14
    The Lily of the Field and The Bird of the Air: Three Godly Discourses. By Søren Kierkegaard. Translated by Bruce H. Kirmmse. Pp. vii, 90, Princeton/Oxford, Princeton University Press, 2016, $16.95/£12.95. [REVIEW]Matthew T. Nowachek - 2017 - Heythrop Journal 58 (4):708-709.
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  45.  37
    What Explains Differences in Men’s and Women’s Production?Rebecca Bliege Bird, Brian F. Codding & Douglas W. Bird - 2009 - Human Nature 20 (2):105-129.
    Researchers commonly use long-term average production inequalities to characterize cross-cultural patterns in foraging divisions of labor, but little is known about how the strategies of individuals shape such inequalities. Here, we explore the factors that lead to daily variation in how much men produce relative to women among Martu, contemporary foragers of the Western Desert of Australia. We analyze variation in foraging decisions on temporary foraging camps and find that the percentage of total camp production provided by each gender varies (...)
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  46.  22
    What Lessons Can We Learn from the Exceptionalism Debate (Finally)?Zita Lazzarini - 2001 - Journal of Law, Medicine and Ethics 29 (2):149-151.
    How we integrate the astounding advances that genetics makes possible into our language, our conceptions of health and disease, and our systems to collect, control, and protect health-related information is a key question facing health law and policy-makers this decade.For example, the prospect that all of us may harbor the genetic seeds of our own demise forces us to confront the blurring of the lines between “health,” “predisposition,” and “disease.” How will we modify our conceptions of health and disease in (...)
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  47.  8
    What Lessons Can We Learn from the Exceptionalism Debate (Finally)?Zita Lazzarini - 2001 - Journal of Law, Medicine and Ethics 29 (2):149-151.
    How we integrate the astounding advances that genetics makes possible into our language, our conceptions of health and disease, and our systems to collect, control, and protect health-related information is a key question facing health law and policy-makers this decade.For example, the prospect that all of us may harbor the genetic seeds of our own demise forces us to confront the blurring of the lines between “health,” “predisposition,” and “disease.” How will we modify our conceptions of health and disease in (...)
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    Models of Chinese Reading: Review and Analysis.Erik D. Reichle & Lili Yu - 2018 - Cognitive Science 42 (S4):1154-1165.
    Our understanding of the cognitive processes involved in reading has been advanced by computational models that simulate those processes. Unfortunately, most of these models have been developed to explain the reading of English and other alphabetic languages, with relatively fewer efforts to examine whether or not the assumptions of these models also explain what has been learned from other languages and, in particular, non-alphabetic writing systems like Chinese. In this article, we will review those computational models that have been (...)
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    The Relationship of Risk to Rules, Values, Virtues, and Moral Complexity: What We can Learn from the Moral Struggles of Military Leaders.Kate Robinson, Bernard McKenna & David Rooney - 2022 - Journal of Business Ethics 179 (3):749-766.
    Leaders are faced with ethical and moral dilemmas daily, like those within the military who must span from large-scale combat operations to security cooperation and deterrence. For businesses, these dilemmas can include social and environmental impact such as those in mining; and for governments, the social and economic impact of their decision-making in their response to COVID-19. The move by Western defence forces to align their foundational principles, policies, and “soldier” dispositions with the changing values of the countries they (...)
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    What Do We Expect from Our Philosophies of Art? A Comparison of the Aesthetics of Susanne Langer and Maurice Merleau-Ponty.Daniel Guentchev - 2018 - Journal of Aesthetic Education 52 (4):94.
    The comparison I make in this essay between the aesthetics of Susanne Langer and Maurice Merleau-Ponty is inspired by questions asked repeatedly by students in my aesthetics course: Why do we read philosophers of art? What do we expect to gain from reading philosophy of art? What do its authors hope to accomplish? It is always important for an instructor to provide a road map for course content, and even more so when the course is part of a liberal (...)
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