Results for ' Classroom power dynamics'

988 found
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  1. Complex Experience, Relativity and Abandoning Simultaneity.Sean Enda Power - 2010 - Journal of Consciousness Studies 17 (3-4):231-256.
    Starting from the special theory of relativity it is argued that the structure of an experience is extended over time, making experience dynamic rather than static. The paper describes and explains what is meant by phenomenal parts and outlines opposing positions on the experience of time. Time according to he special theory of relativity is defined and the possibility of static experience shown to be implausible, leading to the conclusion that experience is dynamic. Some implications of this for the relationship (...)
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  2.  21
    Managing the state and the market: ‘new’ education management in five countries.Sally Power, David Halpin & Geoff Whitty - 1997 - British Journal of Educational Studies 45 (4):342-362.
    Within the field of education management studies, recent reforms promoting devolution and choice are often seen to provide exciting new opportunities. It is claimed that the 'new' education management, with its emphasis on site-based decision-making and consumer accountability, will enable headteachers and principals to 'take control' of their schools and make them more productive environments in which to work and study. However, our review of research findings from five different countries that are putting in place devolution and choice policies suggests (...)
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  3.  53
    Counting your blessings: Sacred numbers and the structure of reality.William K. Powers - 1986 - Zygon 21 (1):75-94.
    Although numerical systems have been regarded as static models of a symbolic system and treated as mythological behavior, it is postulated that these systems are more profitably analyzed as dynamic models, better understood as ritual behavior. As ritual, numerical systems, limited in number and expressive of rhythmicity, contribute to the biogenetic structuralist's notion of “equilibration” between the central nervous system and the environment.The relationship between concrete and abstract numeration is also examined, showing that counting behavior, requiring asymmetrical use of the (...)
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  4.  45
    Pareto's theory of social and economic cycles: A formal model and simulation.Charles H. Powers & Robert A. Hanneman - 1983 - Sociological Theory 1:59-89.
    In his sociological works Pareto developed a theory of cyclical social change within the general equilibrium framework. Building on an earlier propositional formalization, we translate Pareto's theory into a series of simultaneous equations and simulate the equation system. The dynamic behavior of the simulation is consistent with Pareto's predictions and demonstrates the internal logic of the theory.
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  5.  11
    How Culture Displaced Structural Reform: Problem Definition, Marketization, and Neoliberal Myths in Bank Regulation.Anette Mikes & Michael Power - forthcoming - Journal of Business Ethics:1-21.
    We use content analysis to show that the diagnosis of the financial crisis of 2007–2009 shifted significantly from a focus on the need for structural change in the banking industry to an emphasis on culture and reform at the organizational level. We consider four overlapping subsystems in which this shift in problem–solution clusters played out—political, regulatory, legal, and consulting—and show that the “structural reform agenda,” which was initially strong and publicly prominent in the political arena, lost attention. Over time it (...)
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  6. Biotechnology, Justice and Health.Ruth Faden & Madison Powers - 2013 - Journal of Practical Ethics 1 (1):49-61.
    New biotechnologies have the potential to both dramatically improve human well-being and dramatically widen inequalities in well-being. This paper addresses a question that lies squarely on the fault line of these two claims: When as a matter of justice are societies obligated to include a new biotechnology in a national healthcare system? This question is approached from the standpoint of a twin aim theory of justice, in which social structures, including nation-states, have double-barreled theoretical objectives with regard to human well-being. (...)
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  7.  12
    Transforming classroom culture: inclusive pedagogical practices.Arlene Dallalfar, Esther Kingston-Mann & R. Timothy Sieber (eds.) - 2011 - New York: Palgrave-Macmillan.
    Transforming Classroom Culture lays bare the key challenges that face today's increasingly diverse professoriate. Drawing on the experience of teachers from a wide range of universities, it reveals the rich potential for transformative teaching and learning in America's college classrooms. The book's contributors demonstrate how both parties to the learning encounter-faculty as well as students--interrogate and renegotiate their positions in shifting, dynamic systems of power that reflect wider national and global contexts. University faculty, staff, and administrators will be (...)
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  8.  11
    The Fluid Classroom: Book Narratives, YouTube Videos & Other Metaphorical Devices.Michalis Kontopodis - 2019 - Paragrana: Internationale Zeitschrift für Historische Anthropologie 28 (2):101-105.
    The Western school classroom can no longer remain a secluded and impermeable space in a world that is increasingly hyperconnected through dynamic flows of capital, technologies, populations, media images and ideas. Books brought to the school by diverse students, narratives from far-away countries and YouTube tunes from different cultures can become powerful teaching and learning tools in this frame. Such tools enable multiple metaphors and connections between various life spheres, diverse cultural and socio-economic milieus, and different times and places, (...)
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  9.  3
    The Predicative Power of Learner and Teacher Variables on Flow in a Chinese Blended English as a Foreign Language Learning Context.Xin Wang - 2022 - Frontiers in Psychology 13.
    The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed the participants’ levels (...)
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  10.  45
    In Pursuit of Respectful Teaching and Intellectually-Dynamic Social Fields.Frank Margonis - 2011 - Studies in Philosophy and Education 30 (5):433-439.
    In contrast to educational policies in the U.S., which assume an individualistic path of success and promote the assimilation of students, this essay argues for pedagogies where teachers focus upon facilitating the development of strong relationships en route to creating exciting educational environments and fertile contexts for social justice movements. Powerful teachers model the process whereby a commitment to appreciating the perspectives of individual students is combined with the orchestration of a dynamic intersubjective context, because such contexts call out the (...)
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  11.  27
    “We didn't have to go through those barriers”: Culturally affirming learning in a high school affinity group.Ryan Oto & Anita Chikkatur - 2019 - Journal of Social Studies Research 43 (2):145-157.
    Using data from interviews, student work, and classroom observations in a “History of Race” course at a private predominantly White high school, this article examines the racialized tensions that led the teacher (first author) to create an unofficial affinity group for students of color that met outside of class. The authors argue that the teacher's attempt to implement a curriculum that was culturally affirming for students of color by de-centering Whiteness led to White students’ resistance that necessitated the creation (...)
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  12. Gendered Power Dynamics and Exotic Dance: A Multilevel Analysis.[author unknown] - 2022
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  13.  14
    Evolving power dynamics in an unconventional, powerless ethics committee.Martin Tolich & Jay Marlowe - 2017 - Research Ethics 13 (1):42-52.
    A previous research ethics article by the authors provided evidence to support the claim that the New Zealand Ethics Committee was a powerless ethics committee. Ethics review applicants were not formally obliged to seek ethics review, and any committee recommendations were given on a ‘take it or leave it’ basis. One year later, the capacity of applications has doubled, and NZEC finds its core assumptions challenged as funders and government agencies now compel contracted researchers to make use of this free (...)
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  14.  81
    Power dynamics between administrators and faculty on a unionized campus: A case study. [REVIEW]Denis Collins - 2003 - Journal of Academic Ethics 1 (3):239-266.
    This article offers a case study of labor relations in a higher education setting. The University of Bridgeport's faculty union was certified in May 1973 and decertified in August 1992. Contract negotiation disputes centered on shared governance, managing faculty reductions during a time of inflation and declining enrollments, and determining fair wages. The private university experienced four faculty strikes, culminating in a two-year faculty strike – the longest in U.S. higher education history. The university was also the first institution of (...)
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  15.  24
    Reverse leasing and power dynamics among blue agave farmers in western Mexico.Sarah Bowen & Peter R. W. Gerritsen - 2007 - Agriculture and Human Values 24 (4):473-488.
    We examine changing production relations in the Mexican tequila industry to explore the ways in which large industrial firms are using “reverse leasing arrangements,” a form of contract farming, to extend their control over small agave farmers. Under these arrangements, smallholders rent their parcels to contracting companies who bring in capital, machinery, labor, and other agricultural inputs. Smallholders do not have access to their land, nor do they make any of the management decisions. We analyze the factors that have led (...)
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  16.  29
    A Cross-Cultural and Feminist Perspective on CSR in Developing Countries: Uncovering Latent Power Dynamics.Charlotte M. Karam & Dima Jamali - 2017 - Journal of Business Ethics 142 (3):461-477.
    In the current paper, our aim is to explore the latent power dynamics surrounding corporate social responsibility in developing countries. To do this, we synthesize an analytic framework that borrows from both cross-cultural management literature as well as feminist considerations of power. We then use the framework to examine three streams of CSR literature. Our analysis uncovers the prevalence of arguments and discussions about indigenous and power-over themes rather than more generative, endogenous, and power-to themes. (...)
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  17.  20
    The construction and legitimation of workplace bullying in the public sector: insight into power dynamics and organisational failures in health and social care.Marie Hutchinson & Debra Jackson - 2015 - Nursing Inquiry 22 (1):13-26.
    Health‐care and public sector institutions are high‐risk settings for workplace bullying. Despite growing acknowledgement of the scale and consequence of this pervasive problem, there has been little critical examination of the institutional power dynamics that enable bullying. In the aftermath of large‐scale failures in care standards in public sector healthcare institutions, which were characterised by managerial bullying, attention to the nexus between bullying, power and institutional failures is warranted. In this study, employing Foucault's framework of power, (...)
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  18.  96
    “Non-Idealizing Abstraction” as Ideology: Non-Ideal Theory, Intersectionality, and the Power Dynamics of Oppression.Youjin Kong - 2017 - Social Philosophy Today 33:155-171.
    Recently, social and political philosophers have shown increased interest in the ideological nature of ideal theory and the importance of non-ideal theory. Charles Mills, who sparked recent critiques of ideal theory, invokes the notion of “non-idealizing abstractions” and argues that these are helpful when applying non-ideal theory. In contrast, I argue that the notion of non-idealizing abstractions is not a helpful tool for non-ideal theory. I suspect that it pays insufficient attention to the actual power dynamics of oppression, (...)
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  19.  25
    Battlefields of ideas: changing narratives and power dynamics in private standards in global agricultural value chains.Valerie Nelson & Anne Tallontire - 2014 - Agriculture and Human Values 31 (3):481-497.
    The rise of private standards, including those involving multi-stakeholder processes, raises questions about whose interests are served and the kind of power that is exerted to maintain these interests. This paper critically examines the battle for ideas—the way competing factions assert their own narratives about value chain relations, the role of standards and related multi-stakeholder processes. Drawing on empirical research on the horticulture and floriculture value chains linking Kenya and the United Kingdom, the analysis explores the framing of sustainability (...)
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  20.  11
    Can the Internet of Things Persuade Me? An Investigation Into Power Dynamics in Human-Internet of Things Interaction.Hyunjin Kang, Ki Joon Kim & Sai Wang - 2022 - Frontiers in Psychology 13.
    The advent of artificial intelligence and the Internet of Things has revolutionized user experience with objects. Things can perform social roles and convey persuasive messages to users, posing an important research question for communication and human-computer interaction researchers: What are the factors and underlying mechanisms that shape persuasive effects of IoT? Bridging the reactance theory and the computers are social actors paradigm, this study focuses on how power dynamics are shaped in human-IoT interactions and its implications on persuasion. (...)
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  21.  12
    Intersectionalisation as meta-discursive practice: complicated power dynamics in Pink Dot’s movement-building.Michelle M. Lazar - forthcoming - Critical Discourse Studies.
    This article adopts the combined perspectives of critical discourse studies and (critical) intersectionality studies to examine efforts at movement-building by Pink Dot SG, an LGBTQ group, which has developed within the illiberal geopolitical space of Singapore. The term ‘intersectionalisation’ is introduced to refer to a reflexive meta-discursive strategy which mobilizes the intersectionality of social identities (such as gender, sexuality, race, class, generation, and nationality) to advance particular sociopolitical objectives. The article illustrates three ways intersectionalisation operates in Pink Dot’s official videos: (...)
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  22.  20
    Making Sense of Stigmatized Organizations: Labelling Contests and Power Dynamics in Social Evaluation Processes.Gro Kvåle & Zuzana Murdoch - 2022 - Journal of Business Ethics 178 (3):675-693.
    How do social audiences negotiate and handle stigmatized organizations? What role do their heterogenous values, norms and power play in this process? Addressing these questions is important from a business ethics perspective to improve our understanding of the ethical standards against which organizations are judged as well as the involved prosecutorial incentives. Moreover, it illuminates ethical concerns about when and how power imbalances may induce inequity in the burdens imposed by such social evaluations. We address these questions building (...)
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  23.  3
    Gendered small-scale crops and power dynamics: A case of uninga (sesame) production amongst the Ndau of south-eastern Zimbabwe.Macloud Sipeyiye & Tenson Muyambo - 2021 - HTS Theological Studies 77 (2).
    Women in Ndau communities, like in many African communities, are the fulcrum of household economies that ensure improved livelihoods of their communities. Thus, they are an indispensable factor in the sustainable development equation of their communities. It is sadly true that women do not own land in most African societies. Consequently, most studies analyse the realities of gender inequality in the distribution of resources that include land. However, very few studies recognise, appreciate and amplify the role of women in reproducing (...)
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  24.  10
    Origins and Limitations of State-based Advocacy: Brazil’s AIDS Treatment Program and Global Power Dynamics.Matthew Flynn - 2013 - Politics and Society 41 (1):3-28.
    Brazil has occupied a central role in the access to medicines movement, especially with respect to drugs used to treat those with the human immunodeficiency virus that causes the acquired immune deficiency syndrome. Contrary to previous literature centered on the role of the domestic pharmaceutical industry, politicians seeking electoral gains, and civil society activists, I argue that the state, especially the National AIDS Program, led the struggle in contesting a corporate-driven international intellectual property regime. After reviewing the origins of Brazil’s (...)
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  25.  4
    Dynamic Assessment of Reading Difficulties: Predictive and Incremental Validity on Attitude toward Reading and the Use of Dialogue/Participation Strategies in Classroom Activities.Juan-José Navarro & Laura Lara - 2017 - Frontiers in Psychology 8:230315.
    Dynamic Assessment (DA) has been shown to have more predictive value than conventional tests for academic performance. However, in relation to reading difficulties, further research is needed to determine the predictive validity of DA for specific aspects of the different processes involved in reading and the differential validity of DA for different subgroups of students with an academic disadvantage. This paper analyzes the implementation of a DA device that evaluates processes involved in reading (EDPL) among 60 students with reading comprehension (...)
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  26.  13
    Languaging dynamics of classroom interactivity: a distributed view of the pedagogic recontextualization in L2 tertiary settings.Paul J. Thibault & Dan Shi - 2022 - Semiotica 2022 (245):125-155.
    The current study investigates classroom interactivity in L2 tertiary literature classrooms in Hong Kong and Taiwan when ESL/efl students engage with and interpret literary texts in classroom talk as a pedagogic process of text recontextualization. It proposes a more ecological-based approach to language and languaging dynamics that is complementary to current social semiotic approaches to multimodality. It also aims to open up a more embodied analysis of the meaning-making process in tertiary literature classrooms. The multimodal investigation of (...)
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  27.  17
    Power-Sharing in the Philosophy Classroom: Prospects and Pitfalls.Frances Bottenberg - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:33-46.
    Many of our students learn to approach their college education as yet another system of external control that places authority and decision-making power in the hands of others. This attitude carries consequences for young people’s growth as independent learners, critical thinkers, and participants in democratic community, which in turn has repercussions on personal, professional and political agency. One of the chief benefits to power-sharing in the philosophy classroom is that it disrupts students’ sense of passive complicity in (...)
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  28.  83
    Power and Participation: An Examination of the Dynamics of Mental Health Service-User Involvement in Ireland.Liz Brosnan - 2012 - Studies in Social Justice 6 (1):45-66.
    Discourse and rhetoric of service-user involvement are pervasive in all mental health services that see themselves as promoting a Recovery ethos. Yet, for the service-user movement internationally, ‘Recovery’ was articulated as an alternative discourse of overcoming and resisting an institutionalized and oppressive psychiatric model of care. Power is all pervasive within mental health services yet often overlooked in official discourse on user-involvement. Critical research is required to expose the unacknowledged structural and power constraints on participants. My research problematizes (...)
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  29. Powerful Pedagogy in the Science‐and‐Religion Classroom.William Grassie - 1997 - Zygon 32 (3):415-421.
    This essay is a discussion of effective teaching in the science‐and‐religion classroom. I begin by introducing Alfred North Whitehead's three stages of learning—romance, discipline, and generalization—and consider their implications for powerful pedagogy in science and religion. Following Whitehead's three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e‐mail and class‐based listserves to achieve some of these outcomes.
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  30.  44
    The dynamical essence of powers.Andrea Roselli & Christopher Austin - 2021 - Synthese 199 (5):14951-14973.
    Powers are properties defined by what they do. The focus of the large majority of the powers literature has been mainly put on explicating the (multifaceted) results of the production of a power in certain (multifaceted) initial conditions: but all this causal complexity is bound to be—and, in fact, it has proved to be—quite difficult to handle. In this paper we take a different approach by focusing on the very activity of producing those multifaceted manifestations themselves. In this paper, (...)
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  31. A dynamic logic of agency I: Stit, capabilities and powers.Andreas Herzig & Emiliano Lorini - 2010 - Journal of Logic, Language and Information 19 (1):89-121.
    The aim of this paper, is to provide a logical framework for reasoning about actions, agency, and powers of agents and coalitions in game-like multi-agent systems. First we define our basic Dynamic Logic of Agency ( ). Differently from other logics of individual and coalitional capability such as Alternating-time Temporal Logic (ATL) and Coalition Logic, in cooperation modalities for expressing powers of agents and coalitions are not primitive, but are defined from more basic dynamic logic operators of action and (historic) (...)
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  32. Trust, Power, and Transformation in the Prison Classroom.Fran Fairbairn - 2021 - Journal of Prison Education and Reentry 7 (2):160-182.
    This article does three things. First, it asks a new question about transformative education, namely ‘what is the role of power and trust in the decision of whether to transform one’s meaning scheme in the face of new information or whether to simply reject the new information?’ Secondly, it develops a five-stage model which elaborates on the role of this decision in transformative learning. Finally, it uses grounded-theory and the five-stage model to argue that power and trust play (...)
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  33.  32
    Wuwei, self-organization, and classroom dynamics.Hongyu Wang - 2019 - Educational Philosophy and Theory 51 (11):1141-1151.
    This article juxtaposes the notion of wuwei in Daoism and philosophical principles of self-organization in systems theory to re-imagine classroom dynamics in which pedagogical relationships...
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  34.  19
    Power and activity: a dynamic do-over.Neil E. Williams - forthcoming - Philosophical Studies:1-19.
    Powers theorists frequently assert that their neo-Aristotelian frameworks are dynamic, and that this gives them a theoretical advantage over their neo-Humean rivals. But recently it’s been claimed that activity can also be used to divide powers theories themselves. Dynamism is here understood primarily in terms of activity: a metaphysic counts as dynamic according to the place activity is given within the system. Activists treat activity as fundamental or irreducible, and claim to have the philosophical high ground over those ‘passivist’ powers (...)
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  35. The Dynamics of Classroom and Cognitive Activity of Students.Iren Y. Stolyarova - 2002 - In Serge P. Shohov (ed.), Advances in Psychology Research. Nova Science Publishers. pp. 13--37.
     
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  36. Powerful learners and critical agents: The goals of five urban Caribbean youth in a conceptual physics classroom.Sreyashi Jhumki Basu - 2008 - Science Education 92 (2):252-277.
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  37. Nowak, Leszek. Power and Civil Society: Toward a Dynamic Theory of Real Socialism. New York: Greenwood Press, 1991. Pp. 233. $47.95 (cloth). [REVIEW]Vivian Weil - 1994 - In Peter Singer (ed.), Ethics. New York: Oxford University Press.
  38.  4
    Power-Sharing in the Philosophy Classroom.Frances Bottenberg - 2015 - Aapt Studies in Pedagogy 1:33-46.
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  39.  12
    The Invention of Singularity in School.Marc Crépon, D. J. S. Cross & Tyler M. Williams - 2020 - Epoché: A Journal for the History of Philosophy 24 (2):467-483.
    This essay situates “singularity” at the heart of the power dynamics operative in contemporary pedagogy and the system supporting it. More than merely academic learning, indeed, “school” here denotes not only the range of disciplinary authorities at work within the classroom and the educational system at large but also discursive obedience to knowledge. Supported by close readings of Arendt and Derrida, this paper thus argues that nothing less than the formation of identity is at stake in “school.” (...)
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  40.  13
    Power, politics, and ethics in school districts: dynamic leadership for systemic change.Francis Martin Duffy - 2006 - Lanham, Md.: Rowman & Littlefield Education.
    This book contributes to the literature on the ethical use of power and political skills to lead whole system change within school districts.
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  41.  7
    Dynamic Coalition Logic: Granting and Revoking Dictatorial Powers.Rustam Galimullin & Thomas Ågotnes - 2021 - In Sujata Ghosh & Thomas Icard (eds.), Logic, Rationality, and Interaction: 8th International Workshop, Lori 2021, Xi’an, China, October 16–18, 2021, Proceedings. Springer Verlag. pp. 88-101.
    One of the classic formalisms for reasoning about multi-agent coalitional ability is coalition logic. In CL it is possible to express what a coalition can achieve in the next step no matter what agents outside of the coalition do at the same time. We propose an extension of CL with dynamic operators that allow us to grant dictatorial powers to agents or to revoke them. In such a way we are able to reason about the dynamics of coalitional ability. (...)
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  42. Power, privilege and precarity : the gendered dynamics of contemporary inequality.Robin Dunford & Diane Perrons - 2014 - In Mary Evans, Clare Hemmings, Marsha Henry, Hazel Johnstone, Sumi Madhok, Ania Plomien & Sadie Wearing (eds.), The SAGE handbook of feminist theory. Thousand Oaks, California: SAGE reference.
     
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  43.  46
    Foucault’s Discourse and Power: Implications for Instructionist Classroom Management.Victor Pitsoe & Moeketsi Letseka - 2013 - Open Journal of Philosophy 3 (1):23-28.
    This article picks up on Foucault’s radical reconceptualisation of concept “power”, and presents asignificant challenge to contemporary discourses surrounding instructionist classroom management. We critique his approach to instructionist classroom management on the basis that it conceptualises power as domination in dealing with disruption in the classroom. We argue that power and discourse are interrelated constructs that the teacher uses to perpetuateTaylorism, Fordism andbureaucraticdomination in aninstructionist classroom setting. Drawing on Foucault’s and Bourdieu’s works, this (...)
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  44.  13
    Dynamic Characteristic Analysis and Clutch Engagement Test of HMCVT in the High-Power Tractor.Yuan Chen, Yu Qian, Zhixiong Lu, Shuang Zhou, Maohua Xiao, Petr Bartos, Yeping Xiong, Guanghu Jin & Wei Zhang - 2021 - Complexity 2021:1-8.
    Hydromechanical continuously variable transmission is capable of bearing large torque and has wide transmission range, which is suitable for high-power tractors. Dynamic characteristics could influence the tractor life, especially in a high-power tractor. Wet clutch is the crucial component in the HMCVT, which could smooth and soft power transmission. Therefore, it is important to study the dynamic characteristics and implement the wet clutch test of HMCVT. In this paper, AMESim is used to establish virtual models of gearbox, (...)
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  45.  19
    Imagining powerful co-operative schools: Theorising dynamic co-operation with Spinoza.Joanna Dennis - 2018 - Educational Philosophy and Theory 50 (9):849-857.
    The recent expansion of the English academies programme has initiated a period of significant change within the state education system. As established administration has been disrupted, new providers from business and philanthropy have entered the sector with a range of approaches to transform schools. This paper examines the development of co-operative schools, which are positioned as an ‘ethical alternative’ within the system and have proved popular with teachers and parents. Using a theory of co-operative power drawn from the philosophy (...)
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  46.  11
    Power and Events: An Essay on Dynamics in Philosophy. By William O'Meara.William O'Meara - 1946 - Ethics 57 (4):305-306.
  47. Communities of Inquiry: Politics, power and group dynamics.Gilbert Burgh & Mor Yorshansky - 2011 - Educational Philosophy and Theory 43 (5):436-452.
    The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to (...)
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  48. Aristotelian dynamics in the second century school debates: Galen and Alexander of Aphrodisias on organic powers and motions.Inna Kupreeva - 2004 - Bulletin of the Institute of Classical Studies (P. Adamson, H. Baltussen, M.W.F.):71-95.
  49. Cognition and the power of continuous dynamical systems.Whit Schonbein - 2004 - Minds and Machines 15 (1):57-71.
    Traditional approaches to modeling cognitive systems are computational, based on utilizing the standard tools and concepts of the theory of computation. More recently, a number of philosophers have argued that cognition is too subtle or complex for these tools to handle. These philosophers propose an alternative based on dynamical systems theory. Proponents of this view characterize dynamical systems as (i) utilizing continuous rather than discrete mathematics, and, as a result, (ii) being computationally more powerful than traditional computational automata. Indeed, the (...)
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  50.  48
    Relational dynamics of charismatic organization: The complementarity of love and power.Raymond Trevor Bradley & Nancy C. Roberts - 1989 - World Futures 27 (2):87-123.
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