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 Michael A. Peters & Inna Semetsky (eds.), Jung and Educational Theory. Chichester, UK: Wiley. 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.  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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  3.  85
    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) (7th 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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  4.  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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  5.  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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  6. 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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  7.  7
    A Greek Anthology.Joint Association of Classical Teachers - 2002 - Cambridge University Press.
    This book offers an ideal first reader in ancient Greek. It presents a selection of extracts from a comprehensive range of Greek authors, from Homer to Plutarch, together with generous help with vocabulary and grammar. The passages have been chosen for their intrinsic interest and variety, and brief introductions set them in context. All but the commonest Greek words are glossed as they occur and a general vocabulary is included at the back. Although the book is designed to be used (...)
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  8.  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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  9.  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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  10.  64
    After the Glow: Race ambivalence and other educational prognoses.Zeus Leonardo - 2011 - Educational Philosophy and Theory 43 (6):675-698.
    The Right has a long history of questioning the importance of race analysis. Recently, the conceptual and political status of race has come under increased scrutiny from the Left. Bracketing the language of ‘race’ has meant that the discourse of skin groups remains at the level of abstraction and does not speak to real groups as such. As a descriptor, race essentializes identity as if skin color were a reliable way to perceive one's self and group as well as others, (...)
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  11.  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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  12.  18
    John Rawls and environmental justice: implementing a sustainable and socially just future.John Töns - 2022 - New York, NY: Routledge.
    Using the principles of John Rawls' theory of justice, this book offers an alternative political vision; one which describes a mode of governance that will enable communities to implement a sustainable and socially just future. Rawls described a theory of justice that not only describes the sort of society in which anyone would like to live but that any society can create a society based on just institutions. While philosophers have demonstrated that Rawls's theory can provide a framework for (...)
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  13.  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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  14.  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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  15.  7
    Awakening to the infinite: Essential Answers for Spiritual Seekers from the Perspective of Nonduality.Swami Muktananda & Swami Muktananda of Rishikesh - 2015 - Berkeley, California: North Atlantic Books.
    Having been raised as a Catholic and educated in the West, then trained as a monk in India since the 1980s, Canadian author Swami Muktananda of Rishikesh is uniquely positioned to bring the Eastern tradition of Vedanta to Western spiritual seekers. In Awakening to the Infinite, he answers the eternal, fundamental question posed by philosophical seekers, "Who am I?" with straightforward simplicity. Knowing who you are and adopting a spiritual outlook, he counsels, can help solve problems in daily life to (...)
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  16.  92
    The race for class: Reflections on a critical raceclass theory of education.Zeus Leonardo - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (5):427-449.
    This article is intended to appraise the insights gained from Critical Race Theory (CRT) in Education. It is particularly interested in CRT's relationship with Marxist discourse, which falls under two questions. One, how does CRT understand Marxist concepts, such as capital, which show up in the way CRT appropriates them? The article argues that Marxist concepts, such as historical classes, class-for-itself, are useful for race analysis as it sets parameters around the conceptual use of historical races and a race-for-itself. Two, (...)
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  17.  14
    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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  18. 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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  19.  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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  20.  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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  21. "My Place in the Sun": Reflections on the Thought of Emmanuel Levinas.Committee of Public Safety - 1996 - Diacritics 26 (1):3-10.
    In lieu of an abstract, here is a brief excerpt of the content:Martin Heidegger and OntologyEmmanuel Levinas (bio)The prestige of Martin Heidegger 1 and the influence of his thought on German philosophy marks both a new phase and one of the high points of the phenomenological movement. Caught unawares, the traditional establishment is obliged to clarify its position on this new teaching which casts a spell over youth and which, overstepping the bounds of permissibility, is already in vogue. For once, (...)
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  22.  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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  23.  27
    The Edge of Race: Critical Examinations of Education and Race/Racism.Kalervo N. Gulson, Zeus Leonardo & David Gillborn (eds.) - 2015 - Routledge.
    The phrase ‘the edge of race’ can be used both as a description and as a response to two key concerns. The first of these is that while race is increasingly on the periphery of education policy – with a growing disregard shown for racist inequities, as education systems become dominated by market-driven concerns – it is important that we map the shifting relations of race in neoliberal politics and policies. The second concern is that at this time, within and (...)
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  24.  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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  25.  11
    Marx and education.Jean Anyon - 2011 - New York: Routledge.
    There is one Karl Marx, and a multitude of Marxisms. This concise, introductory book by internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been used in education studies as a guide to theory, analysis, research, and practice. Marx and Education begins with a brief overview of basic Marxist ideas and terms and then traces some of the main points scholars in education have been articulating since the late 1970s. Following this trajectory, Anyon details how social (...)
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  26.  2
    The Aesthetical Significance of the Tragic.Ph D. The Rt Hon The Earl of Listowel - 1936 - Philosophy 11 (41):18-31.
    It has long been the habit of philosophers, and is still a common failing of ordinary playgoers, to see tragedy through the coloured spectacles of an acquired philosophical or religious outlook, and to commend or condemn rather from the standpoint of partiality for a certain view about life in general than from that of one assessing the intrinsic merits of a work of art. Because we all, whether laymen or specialists, theorize about the nature and destiny of that mysterious universe (...)
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  27. 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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  28. Mimam&Dotbelow;Sakas and Madhyamikas Against the Buddhist Epistemologists: A Comparative Study of Two Indian Answers to the Question of Justification.Daniel A. Arnold - 2002 - Dissertation, The University of Chicago
    This dissertation consists in a philosophically constructive engagement with two different critiques of the Buddhist epistemological tradition stemming from Dignaga and Dharmakirti . The tradition of Dignaga and Dharmakirti, which was particularly important to the development of pan-Indian canons of reasoned argumentation, may plausibly be characterized as foundationalist. The traditions that follow the epistemologists in deploying these canons of reasoning are often taken as coextensive with or definitive of "philosophy" in classical India. Against this current, the dissertation aims at retrieving (...)
     
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  29.  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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  30.  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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  31.  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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  32.  20
    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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  33.  1
    Radical Possibilities: Public Policy, Urban Education, and a New Social Movement.Jean Anyon - 2005 - Routledge.
    The core argument of Jean Anyon’s classic _Radical Possibilities_ is deceptively simple: if we do not direct our attention to the ways in which federal and metropolitan policies maintain the poverty that plagues communities in American cities, urban school reform as currently conceived is doomed to fail. With every chapter thoroughly revised and updated, this edition picks up where the 2005 publication left off, including a completely new chapter detailing how three decades of political decisions leading up to the “Great (...)
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  34. Nietzsche's Answer to the Naturalistic Fallacy: Life as Condition, not Criterion, of Morality.Donovan Miyasaki - manuscript
    Nietzsche’s late writings present a value opposition of health and decadence based in his conception of organic life. While this appears to be a moral ideal that risks the naturalistic fallacy of directly deriving norms from facts, it instead describes a meta-ethical ideal: the necessary conditions for any kind of moral agency. Nietzsche’s ideal of health not only evades but also dissolves the naturalistic fallacy by suggesting that the specific content of morality is irrelevant. If health is measured by power (...)
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  35.  20
    Answers to a Discussion Note: On the ‘Metaphor of the Metaphor’.Hugo Letiche & Jacco van Uden - 1998 - Organization Studies 19 (6):1029-1033.
    Should a debate of the choice between metaphorical investigation and epistemological realism in organizational research be prioritized as Willy McCourt called for in Organization Studies? We argue here against doing any such thing — a ‘realism’ debate in organizational theory would merely be a ‘red herring’. Theoretical investigation from Ricoeur to Derrida has liberated us from the need to re-visit the theme, but examination of Gareth Morgan's intellectual development, as begun by McCourt, is of interest because it reveals two very (...)
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  36.  4
    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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  37.  18
    The effect of vaccination beliefs regarding vaccination benefits and COVID-19 fear on the number of vaccination injections.Hai The Hoang, Xuan Thanh Kieu Nguyen, Son Van Huynh, Thuy Doan Hua, Hien Thi Thuy Tran & Vinh-Long Tran-Chi - 2022 - Frontiers in Psychology 13:968902.
    The Coronavirus disease pandemic of 2019 is a vast worldwide public health hazard, impacting people of all ages and socioeconomic statuses. Vaccination is one of the most effective methods of controlling a pandemic like COVID-19. This study aims to investigate the relationship between the number of vaccination injections and fear of COVID-19 and test whether beliefs benefit from vaccination COVID-19 mediate the effect of fear of COVID-19 on the number of vaccination injections. A total of 649 Vietnamese adults were enrolled (...)
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  38.  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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  39.  9
    To Be Expressive or Not: The Role of Teachers’ Emotions in Students’ Learning.Yang Wang - 2022 - Frontiers in Psychology 12.
    Understanding the role of teachers’ facial expressions in students’ learning is helpful to improve online teaching. Therefore, this study explored the effects of teacher’s facial expressions on students’ learning through analyzing three groups of video lectures. Participants were 78 students enrolled in three groups: one with an enhanced-expression teacher, one with a conventional-expression teacher, and one with the teacher’s audio only. ANOVA was used to explore whether video lectures instructed by the enhanced-expression teacher were better than those instructed by the (...)
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  40. Daylight savings: what an answer to the perceptual variation problem cannot be.Eliot Michaelson & Jonathan Cohen - 2020 - Philosophical Studies 178 (3):833-843.
    Significant variations in the way objects appear across different viewing conditions pose a challenge to the view that they have some true, determinate color. This view would seem to require that we break the symmetry between multiple appearances in favor of a single variant. A wide range of philosophical and non-philosophical writers have held that the symmetry can be broken by appealing to daylight viewing conditions—that the appearances of objects in daylight have a stronger, and perhaps unique, claim to reveal (...)
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  41.  78
    Rational Theism, Part One: An A Priori Proof in God's Existence, Omniscient and Omnipotent (A Science of Metaphysics in answer to the challenge of Immanuel Kant) (7th edition).Ray Liikanen - 2024 - Bathurst, New Brunswick: Self-published.
    This work in metaphysics adheres to the critical demands of Immanuel Kant for what Kant would call a science of metaphysics, in that it consits strictly of a priori principles that, while from pure reason, can help make sense of our phenomenal world (Kant's criterion for objective validity). The work has an Appendix quoting Kant's most relevant remarks with regard to a science, and offers parallel quotes from David Hume's "Treatise of Human Nature". The work advances the explanation of a (...)
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  42.  34
    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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  43.  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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  44. Perceptual representations: a teleosemantic answer to the breadth-of-application problem.Peter Https://Orcidorg288X Schulte - 2015 - Biology and Philosophy 30 (1):119-136.
    Teleosemantic theories of representation are often criticized as being “too liberal”, i.e. as categorizing states as representations which are not representational at all. Recently, a powerful version of this objection has been put forth by Tyler Burge. Focusing on perception, Burge defends the claim that all teleosemantic theories apply too broadly, thereby missing what is distinctive about representation. Contra Burge, I will argue in this paper that there is a teleosemantic account of perceptual states that does not fall prey (...)
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  45.  11
    Being and Not-Being: An Introduction to Plato’s Sophist.Paul Seligman - 1974 - The Hague,: Martinus Nijhoff.
    The present monograph on Plato's Sophist developed from series of lectures given over a number of years to honours and graduate phi losophy classes in the University of Waterloo. It is hoped that it will prove a useful guide to anyone trying to come to grips with, and gain a perspective of Plato's mature thought. At the same time my study is addressed to the specialist, and I have considered at the appropriate places a good deal of the scholarly (...)
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  46. Ever Since the World Began: A Reading & Interview with Masha Tupitsyn.Masha Tupitsyn & The Editors - 2013 - Continent 3 (1):7-12.
    "Ever Since This World Began" from Love Dog (Penny-Ante Editions, 2013) by Masha Tupitsyn continent. The audio-essay you've recorded yourself reading for continent. , “Ever Since the World Began,” is a compelling entrance into your new multi-media book, Love Dog (Success and Failure) , because it speaks to the very form of the book itself: vacillating and finding the long way around the question of love by using different genres and media. In your discussion of the face, one of the (...)
     
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  47.  24
    How to Get Serious Answers to the Serious Question: ‘How have you been?’: Subjective Quality of Life (QOL) as an Individual Experiential Emergent Construct.Jan L. Bernham - 2002 - Bioethics 13 (3‐4):272-287.
    Medical, scientific and societal progress has been such that, in a universalist humanist perspective such as the WHO’s, it has become an ethical imperative for the primary endpoints in evidence based health care research to be expressed in e.g. Quality Adjusted Life Years (QALYs). The classical endpoints of discrete health‐related functions and duration of survival are increasingly perceived as unacceptably reductionistic. The major problem in ‘felicitometrics’ is the measurement of the ‘quality’ term in QALYs. That the mental, physical and social (...)
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  48.  27
    An Internal Answer to the Experimenters’ Regress through the Analysis of the Semantics of Experimental Results and Their Representational Content.Romina Zuppone - 2017 - Perspectives on Science 25 (1):95-123.
    Despite the fact that reproduction of experiments by peers has traditionally been regarded as of the utmost importance in enabling the intersubjectivity of scientific practice, reproductions may yield discordant results and deciding which result should be favored may not be an easy task. According to Harry Collins, experimental disagreement is resolved by the action of social, political and economic factors, but not by means of epistemic and scientific, or so-called internal reasons. His motivation for such a claim is the presence (...)
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  49. 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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  50.  25
    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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