Results for ' the Zeus‐inflated teacher, of not being answerable to anyone'

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  1.  4
    The Polytheistic Classroom.Bernie Neville - 2012 - In Inna Semetsky (ed.), Jung and Educational Theory. Malden, MA: Wiley-Blackwell. pp. 21–34.
    This chapter contains sections titled: Archetype Great Zeus Glorious Hera Mother Demeter Bright‐eyed Athene Shining Apollo Artemis the Huntress Golden‐haired Aphrodite Winged Eros Ares theWarrior Crippled Hephaistos Aunty Hestia Dancing Dionysos Prometheus the Saviour Hermes the Salesman Conclusion References.
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  2.  18
    Without Buddha I Could not Be a Christian (review).Peter A. Huff - 2010 - Buddhist-Christian Studies 30:211-215.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Without Buddha I Could not Be a ChristianPeter A. HuffWithout Buddha I Could not Be a Christian. By Paul F. Knitter. Oxford: Oneworld, 2009. xvii + 240 pp.Paul Knitter’s contributions to interfaith dialogue and Christian theologies of religions are well known and widely appreciated. Even critics of Christian theories of pluralism, most prominently Pope Benedict XVI, have acknowledged the significance of Knitter’s strategic integration of perspectives from liberation (...)
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  3.  23
    Welcoming Flowers from Across the Cleansed Threshold of Hope: An Answer to the Pope's Criticism of Buddhism (review).Frank M. Tedesco - 2001 - Buddhist-Christian Studies 21 (1):144-147.
    In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 21.1 (2001) 144-147 [Access article in PDF] Book Review Welcoming Flowers from Across the Cleansed Threshold of Hope: An Answer to the Pope's Criticism of Buddhism Welcoming Flowers from Across the Cleansed Threshold of Hope: An Answer to the Pope's Criticism of Buddhism. By Thinley Norbu. New York: Jewel Publishing House, 1997. 93 pp. Welcoming Flowers is a short and tightly written critique of the Buddhism chapter (...)
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  4. On japanese things and words: An answer to Heidegger's question.Michael F. Marra - 2004 - Philosophy East and West 54 (4):555-568.
    In lieu of an abstract, here is a brief excerpt of the content:On Japanese Things and Words:An Answer to Heidegger's QuestionMichael F. MarraIt has been over thirty years since my high school teacher of philosophy, Professor Dino Dezzani, recommended a book from which to begin my study of philosophy: Martin Heidegger's (1889-1976) Unterwegs zur Sprache (On the way to language [1959]). Evidently he was aware of my interest in literature and thought that Heidegger's discussion of words, things, and poetic language (...)
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  5.  4
    “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund Koza (review).June Boyce-Tillman - 2024 - Philosophy of Music Education Review 32 (1):83-88.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:“Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund KozaJune Boyce-TillmanJulia Eklund Koza, “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music (Ann Arbor, MI: University of Michigan Press, 2021)This is a difficult book to read not only because of its length but also its content. While reading the history of eugenics and how it played out in the (...)
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  6.  17
    The Tyranny of Merit: What's Become of the Common Good? by Michael J. Sandel (review).Yoko Nagase - 2023 - Utopian Studies 34 (1):154-157.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Tyranny of Merit: What’s Become of the Common Good? by Michael J. SandelYoko NagaseMichael J. Sandel. The Tyranny of Merit: What’s Become of the Common Good? New York: Penguin Books, 2021. 272 pp. Hardcover, £9.99. ISBN 978-0-141-99117-7.Is a meritocratic capitalist society a utopia? The answer depends on who you are. A libertarian is likely to embrace the meritocratic credo that talent and effort deserve rewards, regarding their (...)
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  7.  35
    Wise therapy: philosophy for counsellors.Tim LeBon - 2001 - New York: Continuum.
    Independent on Sunday October 2nd One of the country's lead­ing philosophical counsellers, and chairman of the Society for Philosophy in Practice (SPP), Tim LeBon, said it typically took around six 50 ­minute sessions for a client to move from confusion to resolution. Mr LeBon, who has 'published a book on the subject, Wise Therapy, said philoso­phy was perfectly suited to this type of therapy, dealing as it does with timeless human issues such as love, purpose, happiness and emo­tional challenges. `Wise (...)
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  8.  97
    Rational Theism, Part One: An A Priori Proof in God's Existence, Omnisicient and Omnipotent (A Science of Metaphysics in Answer to the Challenge of Immanuel Kant) (8th edition).Ray Liikanen - 2024 - Bathurst, New Brunswick: Author.
    A science of metaphysics adhering to Immanuel Kant's critical demands as set forth in his "Critique of Pure Reason", and "Prolegomena to Any Future Metaphysic...." The work includes an Appendix that quotes Kant's most relevant remarks in this regard, along with his criterion for objective validity that, given the technical jargon, can be next to impossible to interpret even for those most familiar with Kant. The Appendix allows Kant to interpret himself, the point being that many secondary works enter (...)
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  9. Greek Returns: The Poetry of Nikos Karouzos.Nick Skiadopoulos & Vincent W. J. Van Gerven Oei - 2011 - Continent 1 (3):201-207.
    continent. 1.3 (2011): 201-207. “Poetry is experience, linked to a vital approach, to a movement which is accomplished in the serious, purposeful course of life. In order to write a single line, one must have exhausted life.” —Maurice Blanchot (1982, 89) Nikos Karouzos had a communist teacher for a father and an orthodox priest for a grandfather. From his four years up to his high school graduation he was incessantly educated, reading the entire private library of his granddad, comprising mainly (...)
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  10.  11
    Efforts on Changing Lifestyle Behaviors May Not Be Enough to Improve Health-Related Quality of Life Among Adolescents: A Cluster-Randomized Controlled Trial.Alexsandra da Silva Bandeira, Michael W. Beets, Pablo Magno da Silveira, Marcus Vinicius Veber Lopes, Valter Cordeiro Barbosa Filho, Bruno G. G. da Costa & Kelly Samara Silva - 2021 - Frontiers in Psychology 12.
    Schools have been the main context for physical activity and sedentary behavior interventions among adolescents, but there is inconsistent evidence on whether they also improve dimensions of the health−related quality of life. The aim of this study was to evaluate the effects of a school-based active lifestyle intervention on dimensions of HRQoL. A secondary aim was to verify whether sex, age, and HRQoL at baseline were moderators of the intervention effect. A cluster-randomized controlled trial was conducted at three control and (...)
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  11. Meillassoux’s Virtual Future.Graham Harman - 2011 - 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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  12.  37
    Why Should I Be Ethical? Some Answers from Mahabharata.Sankaran Manikutty - 2012 - Journal of Human Values 18 (1):19-32.
    The article seeks to answer the question: Why should I be ethical? For an answer, it examines Mahabharata, the ancient Indian epic. It seeks to explore the complex ethical issues posed by Mahabharata, how they are relevant to us as individuals and to us as managers and teachers of management in business schools and enables us to understand how possibly we could use the insights to better our lives and of those around us. Mahabharata’s central message, concludes the article, is (...)
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  13.  25
    "It Not the Only One": Womanist Resources for Reflection in Buddhist Studies.Charles Hallisey - 2012 - Buddhist-Christian Studies 32:73-85.
    In lieu of an abstract, here is a brief excerpt of the content:"It Not the Only One":Womanist Resources for Reflection in Buddhist StudiesCharles HalliseyGood writers teach me that there is a world in our eye, but it not the only one.—Emily Townes1In this paper, I wish to consider some of the resources Womanism offers to those of us in Buddhist Studies that we can profitably take up for reflection as we look to the futures that our academic community can have.2 (...)
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  14.  23
    The History of Scepticism: From Savonarola to Bayle (review).John Christian Laursen - 2004 - Journal of the History of Philosophy 42 (1):105-107.
    In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 42.1 (2004) 105-107 [Access article in PDF] Richard H. Popkin. The History of Scepticism: From Savonarola to Bayle. Revised and Expanded Edition. New York: Oxford University Press, 2003. Pp. xxiv + 415. Cloth, $74.00. Paper, $24.95. Richard Popkin tells the story that once a long time ago when he asked a question at a conference that made reference to late-eighteenth-century skeptics like Maimon (...)
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  15.  14
    The Kingdom of Childhood: Seven Lectures and Answers to Questions Given in Torquay, 12-20 August 1924.Rudolf Steiner - 1964 - London: Anthroposophic Press.
    7 lectures, Torquay, UK, August 12-20, 1924 (CW 311) These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their (...)
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  16.  5
    The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment.Anna Di Norcia, Anna Silvia Bombi, Giuliana Pinto & Eleonora Cannoni - 2022 - Frontiers in Psychology 13.
    This study employs the scale of Value from Pictorial Assessment of Interpersonal Relationships to investigate the links between the importance attributed by primary students to their teachers and two independent measures of scholastic wellbeing, provided by teachers and parents. During middle childhood, the teacher is one of the most significant adults with whom children interact daily; a student–teacher relationship warm and free from excessive dependency and conflict is very important for children wellbeing; however, children’s recognition of teacher importance as an (...)
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  17. The Primacy of Love: An Introduction to the Ethics of Thomas Aquinas by Paul J. Wadell, C.P., and: Friends of God: Virtues and Gifts in Aquinas by Paul J. Wadell, C.P. [REVIEW]Mark Johnson - 1995 - The Thomist 59 (3):508-512.
    In lieu of an abstract, here is a brief excerpt of the content:508 BOOK REVIEWS Margerie tells us that Augustine surely held that Genesis contains such a plural sense, with the added affirmation that Moses, whom Augustine considers to be the author ofthe Pentateuch, thanks to a transient beatific vision, personally foresaw and intended all the interpretations that would later be given. In keeping with his careful and cautious approach, near the end of the book Father de Margerie admits the (...)
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  18.  17
    Learning to Be a Sage: Selections From the Conversations of Master Chu, Arranged Topically.Hsi Chu - 1990 - University of California Press.
    Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi —a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the curricula of (...)
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  19.  14
    Regulae Ad Directionem Ingenii: Rules for the Direction of the Natural Intelligence. A Bilingual Edition.René Descartes - 1998 - Brill | Rodopi.
    Exactly four hundred years after the birth of René Descartes, the present volume now makes available, for the first time in a bilingual, philosophical edition prepared especially for English-speaking readers, his _Regulae ad directionem ingenii / Rules for the Direction of the Natural Intelligence_, the Cartesian treatise on method. This unique edition contains an improved version of the original Latin text, a new English translation intended to be as literal as possible and as liberal as necessary, an interpretive essay contextualizing (...)
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  20.  6
    Yet Life Keeps Coming.Patricia Romanowski Bashe - 2012 - Narrative Inquiry in Bioethics 2 (3):183-187.
    In lieu of an abstract, here is a brief excerpt of the content:Yet Life Keeps ComingPatricia Romanowski BasheWhile the guidance offered to authors of commentary articles suggests they not write about their personal experiences, the fact is, I would not be here were it not for my personal experience as the mother of a young man with autism spectrum disorder and other diagnoses. Though I left a successful writing career to become a special education teacher and then a Board Certified (...)
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  21.  15
    Learning to Be a Sage: Selections From the Conversations of Master Chu, Arranged Topically.Daniel K. Gardner (ed.) - 1990 - University of California Press.
    Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi —a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the curricula of (...)
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  22.  4
    The wisdom of not-knowing: essays on psychotherapy, Buddhism and life experience.Bob Chisholm & Jeff Harrison (eds.) - 2016 - Axminster, England: Triarchy Press.
    "We often find that the state of not-knowing can be a precursor to moments of rich discovery which possess a dynamic, transformative power that exceeds any prior expectation." From the Introduction In daily life, when we see, hear or touch something that we don't recognise, we are instantly at our most alert. In that condition of 'not-knowing' we are in a state of alive, lithe awareness: asking questions, inviting input, open to learning, looking for significance and meaning... These essays, most (...)
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  23.  87
    What is Good and Why: The Ethics of Well-being.Richard Kraut - 2009 - Analysis 69 (3):576-578.
    Anyone familiar with Richard Kraut's work in ancient philosophy will be excited to see him putting aside the dusty tomes of the ancients and delving into ethics first-hand. He does not disappoint. His book is a lucid and wide-ranging discussion that provides at least the core of an ethical theory and an appealing set of answers to a range of ethical questions.Kraut aims to provide an alternative to utilitarianism that preserves the good-centred nature of that theory. He claims that (...)
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  24.  10
    Modern moral problems: trustworthy answers to your tough questions.William B. Smith - 2012 - San Francisco: Ignatius Press. Edited by Donald F. Haggerty.
    Modern Moral Problems addresses moral quandaries that can beguile and confuse faithful Catholics. Written in a question-and-answer format, the book covers questions regarding sexuality, medical ethics, business practices, civic responsibilities, and the sacramental life of the Church. The extraordinary assortment of issuesforming a single, organized collectionis a valuable reference for anyone seeking clear and concise answers to tough moral questions. Written in a conversational tone often spliced with humor, this work by a highly respected moral theologian will be read (...)
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  25. Nature and Scientific Method ed. by Daniel O. Dahlstrom.Laura L. Landen - 1992 - The Thomist 56 (2):351-355.
    In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 351 raise questions for his thesis. Casey seems to want to suggest that our moral responses that do not fit well with the tradition of the virtues are simply the last remnants of a particular religion. But his own men· tion of the Stoics as one important source for the ' Christian ' tradition suggests that the commitments that Casey traces to Christianity-for example, to some version (...)
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  26.  17
    Estimating the effect of central bank independence on inflation using longitudinal targeted maximum likelihood estimation.Enzo Rossi, Michael Schomaker & Philipp F. M. Baumann - 2021 - Journal of Causal Inference 9 (1):109-146.
    The notion that an independent central bank reduces a country’s inflation is a controversial hypothesis. To date, it has not been possible to satisfactorily answer this question because the complex macroeconomic structure that gives rise to the data has not been adequately incorporated into statistical analyses. We develop a causal model that summarizes the economic process of inflation. Based on this causal model and recent data, we discuss and identify the assumptions under which the effect of central bank independence on (...)
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  27.  32
    Error in Economics: Towards a More Evidence–Based Methodology.Julian Reiss - 2007 - Routledge.
    What is the correct concept behind measures of inflation? Does money cause business activity or is it the other way around? Shall we stimulate growth by raising aggregate demand or rather by lowering taxes and thereby providing incentives to produce? Policy-relevant questions such as these are of immediate and obvious importance to the welfare of societies. The standard approach in dealing with them is to build a model, based on economic theory, answer the question for the model world and then (...)
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  28.  26
    Metaphors of Elementary School Students Related to The Lesson and Teachers of Religious Culture and Moral Knowledge.Halil TAŞ - 2019 - Cumhuriyet İlahiyat Dergisi 23 (1):29-51.
    This study seeks to investigate the perceptions of elementary school 4th grade students related to the lesson and teachers of religious culture and moral knowledge via metaphors. In this study, the phenomenological design, one of the qualitative research designs, was used. Data was analysed through content analysis, and the study group was comprised of 234 elementary school 4th grade students. The sampling of the study was determined through criterion sampling, which is one of the purposeful samplings. The data of the (...)
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  29.  8
    The Art of Deliberating: Democracy, Deliberation and the Life Sciences between History and Theory.Giovanni Boniolo - 2012 - Springer.
    How many citizens take part in moral and political decisions concerning the results obtained by the contemporary life sciences? Should they blindly follow skilled demagogues or false and deceptive leaders? Should they adhere to the voice of the majority, or should they take a different decisional path? Deliberative democracy answers these questions, but what is deliberative democracy? Can we really deliberate if we are completely ignorant of the relevant issue? What about ethical or political expertise, is it strictly necessary? Finally, (...)
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  30.  29
    The Use and Abuses of Emulation as a Pedagogical Practice.Mark E. Jonas & Drew W. Chambers - 2017 - Educational Theory 67 (3):241-263.
    From the late eighteenth through the end of the nineteenth century, educational philosophers and practitioners debated the benefits and shortcomings of the use of emulation in schools. During this period, “emulation” referred to a pedagogy that leveraged comparisons between students as a tool to motivate them to higher achievement. Many educationists praised emulation as a necessary and effective motivator. Other educationists condemned it for its tendency to foster invidious competition between students and to devalue learning. Ultimately, by the late nineteenth (...)
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  31.  32
    The teaching of philosophy according to Hegel.Pedro Geraldo Aparecido Novelli - 2005 - Trans/Form/Ação 28 (2):129-148.
    Is it possible to teach philosophy? The German philosopher G. W. F. Hegel not only answers positively to such question but also indicates what has to be taught in philosophy and how. Hegel's answer has as its source his activity in the High School of Nürnberg where he searches to establish the aims and the procedures so that philosophy may be taught to the young people. According to Hegel philosophy is always meaningful when it considers what is basic for men, (...)
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  32. The Problem of Perception in Analytic Philosophy.Tim Crane - unknown
    It will be obvious to anyone with a slight knowledge of twentieth-century analytic philosophy that one of the central themes of this kind of philosophy is the nature of perception: the awareness of the world through the five senses of sight, touch, smell, taste, and hearing. Yet it can seem puzzling, from our twenty-first-century perspective, why there is a distinctively philosophical problem of perception at all. For when philosophers ask ‘what is the nature of perception?’, the question can be (...)
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  33.  17
    The Wrong of Rudeness: Learning Modern Civility From Ancient Chinese Philosophy.Amy Olberding - 2019 - New York, NY, United States of America: Oxford University Press.
    Being rude is often more gratifying and enjoyable than being polite. Likewise, rudeness can be a more accurate and powerful reflection of how I feel and think. This is especially true in a political environment that can make being polite seem foolish or naive. Civility and ordinary politeness are linked both to big values, such as respect and consideration, and to the fundamentally social nature of human beings. This book explores the powerful temptations to incivility and rudeness, (...)
  34. Cross-Cultural Dialogue on Human Rights and the Limits of Conversation: A Reply to Stephen Angle.Randall P. Peerenboom - 2005 - Philosophy East and West 55 (2):324 - 327.
    In lieu of an abstract, here is a brief excerpt of the content:Cross-Cultural Dialogue on Human Rights and the Limits of Conversation:A Reply to Stephen AngleRandall PeerenboomSteve Angle correctly notes that I do not believe that he provides a satisfactory answer to the questions of how to determine whether we are dealing with a single rights concept or discourse or multiple concepts or discourses. He also correctly notes that I believe that philosophical discussions of how to understand concepts [End Page (...)
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  35.  22
    The Oxford guide to the history of physics and astronomy.J. L. Heilbron (ed.) - 2005 - New York: Oxford University Press.
    With over 150 alphabetically arranged entries about key scientists, concepts, discoveries, technological innovations, and learned institutions, the Oxford Guide to Physics and Astronomy traces the history of physics and astronomy from the Renaissance to the present. For students, teachers, historians, scientists, and readers of popular science books such as Galileo's Daughter, this guide deciphers the methods and philosophies of physics and astronomy as well as the historical periods from which they emerged. Meant to serve the lay reader and the professional (...)
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  36.  10
    Artificial Wombs: Could They Deliver an Answer to the Problem of Frozen Embryos?Christopher Gross - 2024 - Christian Bioethics 30 (2):96-105.
    Catholic thinkers generally agree that artificial womb technology (AWT) would be permissible in cases of partial ectogenesis to assist severely premature infants, but there is substantially more debate concerning whether AWT could be used to save frozen embryos, which are the result of in vitro fertilization (IVF). In many cases, these embryos have been abandoned and left in a permanently cryogenic state, which is an affront to their human dignity. While AWT would allow people to adopt these embryos and give (...)
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  37.  42
    Double Meanings Will Not Save the Principle of Double Effect.Charles D. Douglas, Ian H. Kerridge & Rachel A. Ankeny - 2014 - Journal of Medicine and Philosophy 39 (3):304-316.
    In an article somewhat ironically entitled “Disambiguating Clinical Intentions,” Lynn Jansen promotes an idea that should be bewildering to anyone familiar with the literature on the intention/foresight distinction. According to Jansen, “intention” has two commonsense meanings, one of which is equivalent to “foresight.” Consequently, questions about intention are “infected” with ambiguity—people cannot tell what they mean and do not know how to answer them. This hypothesis is unsupported by evidence, but Jansen states it as if it were accepted fact. (...)
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  38.  23
    Ω-Bibliography of Mathematical Logic: Classical Logic.Wolfgang Rautenberg (ed.) - 1987 - Berlin and Heidelberg: Springer.
    Gert H. Muller The growth of the number of publications in almost all scientific areas, as in the area of logic, is taken as a sign of our scientifically minded culture, but it also has a terrifying aspect. In addition, given the rapidly growing sophistica tion, specialization and hence subdivision of logic, researchers, students and teachers may have a hard time getting an overview of the existing literature, partic ularly if they do not have an extensive library available in their (...)
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  39. The Philosophical Reception of Japanese Buddhism After 1868.Ralf Müller - 2016 - In Gereon Kopf (ed.), The Dao Companion to Japanese Buddhist Philosophy. Dordrecht: Springer. pp. 155-204.
    In the writings of the Japanese Pure Land Buddhist Shinran 親鸞 (1173–1263) we read: “I, Shinran, do not have a single disciple of my own” (SZ Supplement: 10; Saitō 2010: 242; Yuien 1996: 6). Is he simply being modest? Does Shinran defy discipleship? Does he rule out the possibility of the reception of his thought? The answer to these questions is not clear; nevertheless, what we do know is that the reader of his writings is supposed to arrive at (...)
     
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  40.  20
    Teachers' views of forgiveness for the resolution of conflicts between students in school.Ju´lio Rique & Maria Tereza Lins-Dyer - 2003 - Journal of Moral Education 32 (3):233-250.
    This study investigated teachers' views of forgiveness and institutional pardon for conflict resolution at schools. We asked, "Should teachers endorse student resolution of interpersonal conflicts at school by asking for forgiveness and forgiving?" "Considering that students' conflict led to behaviours that violated norms in the school, should schools pardon students' misconduct if students effectively used forgiveness for interpersonal conflict resolution?" Finally, "Is an internal and autonomous orientation for forgiveness related to social harmony or interpersonal ethics of care?" Fifty-three participants answered (...)
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  41. Recollecting the Religious: Augustine in Answer to Meno’s Paradox.Ryan Haecker & Daniel Moulin-Stożek - 2021 - Studies in Philosophy and Education 40 (6):567-578.
    Philosophers of education often view the role of religion in education with suspicion, claiming it to be impossible, indoctrinatory or controversial unless reduced to secular premises and aims. The ‘post-secular’ and ‘decolonial’ turns of the new millennium have, however, afforded opportunities to revaluate this predilection. In a social and intellectual context where the arguments of previous generations of philosophers may be challenged on account of positivist assumptions, there may be an opening for the reconsideration of alternative but traditional religious epistemologies. (...)
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  42.  7
    This loss will not be filled by anyone.Ella Bystrycka - 2014 - Ukrainian Religious Studies 70:10.
    This issue of the journal "Ukrainian Religious Studies" is based on the honor of the Ternopil, a young scientist-religious scholar in Ukraine and beyond Natalia Gavrilova. This person is dear to my heart, the years of my scientific and private communication are connected with it. Her loss to me can not be filled by anyone and can hardly be expected.
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  43.  35
    The “memory” misinformation effect may not be caused by memory failures: Exploring memory states of misinformed subjects.Romuald Polczyk - 2017 - Polish Psychological Bulletin 48 (3):388-400.
    In experiments concerning the misinformation effect, participants first watch some original material, e.g. a video clip, and read a description that in the experimental group contains information inconsistent with the video clip. Afterwards, all participants answer questions about the video. Typically, the misled group more often reports erroneous misleading information than the non-misled one.Theoretical explanations of this effect are usually formulated in terms of the cognitive theories of memory. This article presents three experiments that demonstrate that the misinformation effect can (...)
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  44.  13
    Zen Pathways: An Introduction to the Philosophy and Practice of Zen Buddhism (禅道の千路) by Bret W. Davis (review).Steve G. Lofts - 2023 - Journal of Japanese Philosophy 9 (1):159-166.
    In lieu of an abstract, here is a brief excerpt of the content:Zen Pathways: An Introduction to the Philosophy and Practice of Zen Buddhism (禅道の千路) by Bret W. Davis (review)Steve G. LoftsBret W. Davis, Zen Pathways: An Introduction to the Philosophy and Practice of Zen Buddhism (禅道の千路)There is no shortage of books on Zen from almost every imaginable angle. And so, what makes Zen Pathways: An Introduction to the Philosophy and Practice of Zen Buddhism (禅道の千路) by Bret W. Davis unique (...)
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  45.  31
    Be Not Afraid of Life: In the Words of William James.William James - 2023 - Princeton: Princeton University Press. Edited by John Kaag & Jonathan van Belle.
    A compelling collection of the life-changing writings of William James William James—psychologist, philosopher, and spiritual seeker—is one of those rare writers who can speak directly and powerfully to anyone about life’s meaning and worth, and whose ideas change not only how people think but how they live. The thinker who helped found the philosophy of pragmatism and inspire Alcoholics Anonymous, James famously asked, “is life worth living?” Bringing together many of his best and most popular essays, talks, and other (...)
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  46.  6
    The Teacher of Nations: Addresses and Essays in Commemoration of the Visit to England of the Great Czech Educationalist Jan Amos Komensky.Joseph Needham (ed.) - 2015 - Cambridge University Press.
    Originally published in 1942, this book contains the text of eleven lectures originally delivered the previous year to commemorate the 300th anniversary of the visit of the great educator Jan Amos Komenský to Cambridge in 1641. The lectures all come from a background in education or writing, and each describes the effect that Comenius has had on their experience of education, the world, and social order. This book will be of value to anyone with an interest in Comenius or (...)
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  47.  40
    A social solution to the puzzle of doxastic responsibility: a two-dimensional account of responsibility for belief.Robert Carry Osborne - 2020 - Synthese 198 (10):9335-9356.
    In virtue of what are we responsible for our beliefs? I argue that doxastic responsibility has a crucial social component: part of being responsible for our beliefs is being responsible to others. I suggest that this responsibility is a form of answerability with two distinct dimensions: an individual and an interpersonal dimension. While most views hold that the individual dimension is grounded in some form of control that we can exercise over our beliefs, I contend that we are (...)
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  48.  30
    Resistant to the message: are pupils unreceptive to teachers' anti-bullying initiatives and if so why?Michael J. Boulton & Richard Boulton - 2012 - Educational Studies 38 (5):485-489.
    Despite three decades of research and development of anti-bullying intervention, this form of systematic aggression continues to be common in schools. The present study investigated if a contributing factor might be that some pupils are unreceptive to teachers? anti-bullying lessons. It invited 8?11?-year-old junior school pupils (N?=?227) to indicate if this was the case, and if so, to give their reasons. Many did indicate being unreceptive (81.9%). The most common reason was ?It is not for me because I don?t (...)
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  49. "Is There Life in This Author?: The Living Author and the Business and Importance of the Humanities in South Asia".Mark J. Boone - 2022 - In Waseem Anwar & Nosheen Yousaf (eds.), Transcultural Humanities in South Asia: Critical Essays on Literature and Culture. Routledge.
    Original meaning generally and authorial intent specifically are relevant to textual meaning. The author is not dead—a reasonable common-sense view in the absence of extremely good contrary evidence. If anyone should offer such evidence, they will not be able to take credit for it—at least not for writing it down! Accordingly, humanities teachers should train students to understand original meaning and authorial intent. This is one reason the humanities will continue to be relevant to other fields of study. Finally, (...)
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  50. Ignorance, Instrumentality, Compensation, and the Problem of Evil.Marilyn McCord Adams - 2013 - Sophia 52 (1):7-26.
    Some theodicists, skeptical theists, and friendly atheists agree that God-justifying reasons for permitting evils would have to have an instrumental structure: that is, the evils would have to be necessary to secure a great enough good or necessary to prevent some equally bad or worse evil. D.Z. Phillips contends that instrumental reasons could never justify anyone for causing or permitting horrendous evils and concludes that the God of Restricted Standard Theism does not exist—indeed, is a conceptual mistake. After considering (...)
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