Results for 'Anne Charmantier'

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  1. Is Non-genetic Inheritance Just a Proximate Mechanism? A Corroboration of the Extended Evolutionary Synthesis.Alex Mesoudi, Simon Blanchet, Anne Charmantier, Étienne Danchin, Laurel Fogarty, Eva Jablonka, Kevin N. Laland, Thomas J. H. Morgan, Gerd B. Müller, F. John Odling-Smee & Benoît Pujol - 2013 - Biological Theory 7 (3):189-195.
    What role does non-genetic inheritance play in evolution? In recent work we have independently and collectively argued that the existence and scope of non-genetic inheritance systems, including epigenetic inheritance, niche construction/ecological inheritance, and cultural inheritance—alongside certain other theory revisions—necessitates an extension to the neo-Darwinian Modern Synthesis (MS) in the form of an Extended Evolutionary Synthesis (EES). However, this argument has been challenged on the grounds that non-genetic inheritance systems are exclusively proximate mechanisms that serve the ultimate function of calibrating organisms (...)
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  2. A feature integration theory of attention.Anne Treisman - 1980 - Cognitive Psychology 12:97-136.
  3.  30
    Feature analysis in early vision: Evidence from search asymmetries.Anne Treisman & Stephen Gormican - 1988 - Psychological Review 95 (1):15-48.
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  4. Argumentieren lernen. Aufgaben für den Philosophie- und Ethikunterricht.Henning Franzen, Anne Burkard & David Löwenstein (eds.) - 2023 - Darmstadt: Wissenschaftliche Buchgesellschaft.
    Erarbeitet von Dominik Balg, Anne Burkard, Henning Franzen, Aenna Frottier, David Lanius, David Löwenstein, Hanna Lucks, Kirsten Meyer, Donata Romizi, Katharina Schulz, Stefanie Thiele und Annett Wienmeister. -/- Die Entwicklung argumentativer Fähigkeiten ist ein zentrales Ziel des Ethik- und Philosophieunterrichts, ja überhaupt ein zentrales Bildungsziel. Wie aber kann das gelingen? In vielen verfügbaren Unterrichtsmaterialien werden argumentative Fähigkeiten eher vorausgesetzt als systematisch gefördert. Auch curriculare Vorgaben bleiben zumeist sehr unspezifisch. Lehrpersonen werden so weitgehend allein gelassen mit der Aufgabe, Lernende beim (...)
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  5. The binding problem.Anne Treisman - 1996 - Current Opinion in Neurobiology 6:171-8.
  6.  67
    Whose Body Matters? Feminist Sociology and the Corporeal Turn in Sociology and Feminism.Anne Witz - 2000 - Body and Society 6 (2):1-24.
    This article proposes that the urgent task for feminist sociology is to recuperate those lost or residual `body matters' which lurk, unattended to, on the sidelines of the social. Feminist sociology must carefully negotiate the complex space between sociality and corporeality. The new feminist philosophies of the body tend sometimes to grate against this project by valorizing the body but de-valorizing gender. The new sociology of the body is recuperating the body within sociology, but pays insufficient attention to the ways (...)
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  7.  87
    One or two? A Process View of pregnancy.Anne Sophie Meincke - 2022 - Philosophical Studies 179 (5):1495-1521.
    How many individuals are present where we see a pregnant individual? Within a substance ontological framework, there are exactly two possible answers to this question. The standard answer—two individuals—is typically championed by scholars endorsing the predominant Containment View of pregnancy, according to which the foetus resides in the gestating organism like in a container. The alternative answer—one individual—has recently found support in the Parthood View, according to which the foetus is a part of the gestating organism. Here I propose a (...)
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  8.  38
    Affecting feminism: Questions of feeling in feminist theory.Anne Whitehead & Carolyn Pedwell - 2012 - Feminist Theory 13 (2):115-129.
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  9. Strategies and models of selective attention.Anne M. Treisman - 1969 - Psychological Review 76 (3):282-299.
  10. Feature binding, attention and object perception.Anne Treisman - 1998 - Phil Trans R. Soc London B 353:1295-1306.
  11.  39
    Words (but not Tones) facilitate object categorization: Evidence from 6- and 12-month-olds.Anne L. Fulkerson & Sandra R. Waxman - 2007 - Cognition 105 (1):218-228.
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  12.  38
    Being Responsible: How Managers Aim to Implement Corporate Social Responsibility.Anne Galander, Simon Oertel & Michael Hunoldt - 2020 - Business and Society 59 (7):1441-1482.
    Focusing on the corporate social responsibility (CSR) implementation process, we analyze how institutional complexity that arises from tensions between social and environmental elements and economic and technical concerns is managed by CSR managers. We further question how these micro-level processes interact with organizational-level processes over time. Our research is a 24-month qualitative process study in which we followed CSR managers. The study’s results allow us to distinguish between four strategies that CSR managers use to promote CSR implementation and to cope (...)
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  13.  88
    The Consequential Conception of Doxastic Responsibility.Anne Https://Orcidorg Meylan - 2016 - Theoria 82 (4):4-28.
    We are occasionally responsible for our beliefs. But is this doxastic responsibility analogous to any non-attitudinal form of responsibility? What I shall call the consequential conception of doxastic responsibility holds that the kind of responsibility that we have for our beliefs is indeed analogous to the kind of responsibility that we have for the consequences of our actions. This article does two things, both with the aim of defending this somewhat unsophisticated but intuitive view of doxastic responsibility. First, it emphasizes (...)
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  14.  11
    Just Health Care.Anne Donchin - 1989 - Noûs 23 (5):697-699.
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  15. Doxastic divergence and the problem of comparability. Pragmatism defended further.Anne Https://Orcidorg Meylan - 2020 - Philosophy and Phenomenological Research 103 (1):199-216.
    Situations where it is not obvious which of two incompatible actions we ought to perform are commonplace. As has frequently been noted in the contemporary literature, a similar issue seems to arise in the field of beliefs. Cases of doxastic divergence are cases in which the subject seems subject to two divergent oughts to believe: an epistemic and a practical ought to believe. This article supports the moderate pragmatist view according to which subjects ought, all things considered, to hold the (...)
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  16. The perception of features and objects.Anne Treisman - 1993 - In A. Baddeley & L. Weiskrantz (eds.), Attention: Selection, Awareness and Control. Clarendon Press. pp. 5-35.
  17.  49
    Stimulus-category competition, inhibition, and affective devaluation: a novel account of the uncanny valley.Anne E. Ferrey, Tyler J. Burleigh & Mark J. Fenske - 2015 - Frontiers in Psychology 6:92507.
    Stimuli that resemble humans, but are not perfectly human-like, are disliked compared to distinctly human and nonhuman stimuli. Accounts of this “Uncanny Valley” effect often focus on how changes in human resemblance can evoke different emotional responses. We present an alternate account based on the novel hypothesis that the Uncanny Valley is not directly related to ‘human-likeness’ per se, but instead reflects a more general form of stimulus devaluation that occurs when inhibition is triggered to resolve conflict between competing stimulus-related (...)
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  18.  22
    Not so new directions in the law of consent? Examining Montgomery v Lanarkshire Health Board.Anne Maree Farrell & Margaret Brazier - 2016 - Journal of Medical Ethics 42 (2):85-88.
  19.  17
    Governance of Academies in England: The Return of “Command and Control”?Anne West, David Wolfe & Basma B. Yaghi - 2024 - British Journal of Educational Studies 72 (2):131-154.
    School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government. Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks. This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy trusts (MATs). The research involved analysing legislative provision, policy documents, and documents addressing the governance arrangements of a sample (...)
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  20. God and Morality.Anne Jeffrey - 2019 - Cambridge: Cambridge University Press.
    This Element has two aims. The first is to discuss arguments philosophers have made about the difference God's existence might make to questions of general interest in metaethics. The second is to argue that it is a mistake to think we can get very far in answering these questions by assuming a thin conception of God, and to suggest that exploring the implications of thick theisms for metaethics would be more fruitful.
  21.  7
    The Machinery of Talk: Charles Peirce and the Sign Hypothesis.Anne Freadman - 2004 - Stanford University Press.
    Freadman uses the term genre to access Peirce’s work, and expands this original theoretical approach by proposing that “genre” interacts with “sign” and that this interaction is central to the study of the semiotic in general.
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  22. Against reductivist character realism.Anne Jeffrey & Alina Beary - 2022 - Philosophical Psychology 36 (1):186-213.
    It seems like people have character traits that explain a good deal of their behavior. Call a theory character realism just in case it vindicates this folk assumption. Recently, Christian Miller has argued that the way to reconcile character realism with decades of psychological research is to adopt metaphysical reductivism about character traits. Some contemporary psychological theories of character and virtue seem to implicitly endorse such reductivism; others resist reduction of traits to finer-grained mental components or processes; and still others (...)
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  23.  18
    What Really Matters?: The Elusive Quality of the Material in Feminist Thought.Anne Witz & Momin Rahman - 2003 - Feminist Theory 4 (3):243-261.
    The concept of the ‘material’ was the focus of much feminist work in the 1970s. It has always been a deeply contested one, even for feminists working within a broadly materialist paradigm of the social. Materialist feminists stretched the concept of the material beyond the narrowly economic in their attempts to develop a social ontology of gender and sexuality.Nonetheless, the quality of the social asserted by an expanded sense of thematerial – its ‘materiality’ – remains ambiguous. New terminologies of materiality (...)
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  24.  4
    Axel Bühler (Hg.):. Heidelberg: SYNCHRON Wissenschaftsverlag der Autoren, 2003. 285 S. ISBN 3–935025–40-8, Euro 29, 80.Anne Mazuga - 2005 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 36 (2):409-416.
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  25.  41
    HOT Theories of Meaning: The Link Between Language and Theory of Mind.Anne Reboul - 2006 - Mind Language 21 (5):587-596.
    Glüer and Pagin (2003) have claimed that autistic speakers are a counterexample to HOT theories of meaning and communication. Through analysis of their argument and a re‐examination of the literature, I show that autistic speakers are not a counterexample to HOT theories, but, conversely, that such theories are necessary to account for their communicative peculiarities.
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  26. A Work on the Degree of Generality Revealed in the Organization of Enumerations: Poincaré’s Classification of Singular Points of Differential Equations.Anne Robadey - 2015 - In Karine Chemla & Jacques Virbel (eds.), Texts, Textual Acts and the History of Science. Springer International Publishing.
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  27.  22
    C'est le fils de mes parents, mais ce n'est pas mon frère...(Lc 15, 11-32).Anne-Laure Zwilling - 2008 - Revue Théologique de Louvain 39 (2):233-246.
    Les titres donnés à la parabole de Luc 15,11-32 évoquent le plus souvent l’un de ses personnages, le fils cadet. Les deux frères ont cependant chacun leur importance. L’élément inattendu du récit n’est ni le retour du cadet ni l’accueil qui lui est fait. Les v. 12-24, centrés sur lui, ont suscité l’empathie du lecteur et certains acquis de lecture l’ont préparé à cet accueil. La surprise du récit se trouve dans l’intervention du fils aîné: son arrivée et le sommaire (...)
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  28.  24
    L’architecture des mosquées en France : construire ou édifier?Anne-Laure Zwilling - 2012 - Revue des Sciences Religieuses 86 (3):343-356.
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  29.  88
    Is selective attention selective perception or selective response? A further test.Anne M. Treisman & Jenefer G. Riley - 1969 - Journal of Experimental Psychology 79 (1p1):27.
  30.  95
    The Legitimacy of Intellectual Praise and Blame.Anne Https://Orcidorg Meylan - 2015 - Journal of Philosophical Research 40:189-203.
    We frequently praise or blame people for what they believe or fail to believe as a result of their having investigated some matter thoroughly, or, in the case of blame, for having failed to investigate it, or for carelessly or insufficiently investigating. for instance, physicists who, after years of toil, uncover some unknown fact about our universe are praised for what they come to know. sometimes, in contrast, we blame and may even despise our friends for being ignorant of certain (...)
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  31.  31
    Search asymmetry: a diagnostic for preattentive processing of separable features.Anne Treisman & Janet Souther - 1985 - Journal of Experimental Psychology 114 (3).
  32. Ethik und Moral im Wiener Kreis. Zur Geschichte eines engagierten Humanismus.Anne Siegetsleitner - 2014 - Wien: Böhlau.
    Die vorliegende Schrift unternimmt eine Revision des vorherrschenden Bildes der Rolle und der Konzeptionen von Moral und Ethik im Wiener Kreis. Dieses Bild wird als zu einseitig und undifferenziert zurückgewiesen. Die Ansicht, die Mitglieder des Wiener Kreises hätten kein Interesse an Moral und Ethik gezeigt, wird widerlegt. Viele Mitglieder waren nicht nur moralisch und politisch interessiert, sondern auch engagiert. Des Weiteren vertraten nicht alle die Standardauffassung logisch-empiristischer Ethik, die neben der Anerkennung deskriptiv-empirischer Untersuchungen durch die Ablehnung jeglicher normativer und inhaltlicher (...)
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  33.  11
    The Consequential Conception of Doxastic Responsibility.Anne Https://Orcidorg Meylan - 2016 - Theoria 83 (1):4-28.
    We are occasionally responsible for our beliefs. But is this doxastic responsibility analogous to any non‐attitudinal form of responsibility? What I shall call the consequential conception of doxastic responsibility holds that the kind of responsibility that we have for our beliefs is indeed analogous to the kind of responsibility that we have for the consequences of our actions. This article does two things, both with the aim of defending this somewhat unsophisticated but intuitive view of doxastic responsibility. First, it emphasizes (...)
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  34.  99
    Cultural analysis in historical sociology: The analytic and concrete forms of the autonomy of culture.Anne Kane - 1991 - Sociological Theory 9 (1):53-69.
    In an effort to clear away confusions regarding the role of cultural analysis in historical explanation, this paper proposes a new approach to the issue of cultural autonomy. The premise is that there are two forms of cultural autonomy, analytic and concrete. Analytic autonomy posits the independent structure of culture-its elements, processes, and reproduction. It is achieved through the theoretical and artificial separation of culture from other social structures, conditions, and action. Concrete autonomy establishes the interconnection of culture with the (...)
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  35.  30
    Does More Respect from Leaders Postpone the Desire to Retire? Understanding the Mechanisms of Retirement Decision-Making.Anne M. Wöhrmann, Ulrike Fasbender & Jürgen Deller - 2017 - Frontiers in Psychology 8.
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  36.  20
    A Lifetime of Mourning: Grief Work among Yucatec Maya Women.Anne C. Woodrick - 1995 - Ethos: Journal of the Society for Psychological Anthropology 23 (4):401-423.
  37.  23
    What you see is what will change: Evaluative conditioning effects depend on a focus on valence.Anne Gast & Klaus Rothermund - 2011 - Cognition and Emotion 25 (1):89-110.
  38.  16
    Pantomime and imitation in great apes.Anne E. Russon - 2018 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 19 (1-2):200-215.
    This paper assesses great apes’ abilities for pantomime and action imitation, two communicative abilities proposed as key contributors to language evolution. Modern great apes, the only surviving nonhuman hominids, are important living models of the communicative platform upon which language evolved. This assessment is based on 62 great ape pantomimes identified via data mining plus published reports of great ape action imitation. Most pantomimes were simple, imperative, and scaffolded by partners’ relationship and scripts; some resemble declaratives, some were sequences of (...)
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  39. What Is Virtue?Anne Jeffrey, Tim Pawl, Sarah Schnitker & Juliette Ratchford - 2023 - Philosophical Psychology.
    We compare the definition of virtue in philosophy with the definition and operationalization of virtue in psychology. We articulate characteristics that virtue is presented as possessing in the perennial western philosophical tradition. Virtues are typically understood as (a) dispositional (b) deep-seated (c) habits (d) that contribute to flourishing and (e) that produce activities with the following three features: they are (f) done well, (g) not done poorly, and (h) in accordance with the right motivation and reason. We form a definition (...)
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  40.  30
    Theodor W. Adorno: Ästhetische Theorie.Anne Eusterschulte & Sebastian Tränkle (eds.) - 2021 - Boston: De Gruyter.
    Theodor W. Adornos posthum veröffentlichte Ästhetische Theorie exponiert die Krise der Kunst im Zeitalter ihrer gesellschaftlichen Integration. Gesättigt mit der Erfahrung konkreter Kunstwerke, hinterfragt sie das tradierte Kategoriensystem philosophischer Ästhetik. Der vorliegende Band unternimmt erstmals eine kommentierende Auslegung, um den dichten Text aufzuschließen und ein Weiterdenken von Adornos kritischer Ästhetik anzuregen.
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  41. The human soul's individuation and its survival after the body's death: Avicenna on the causal relation between body and soul: Thérèse-Anne Druart.Thérèse-Anne Druart - 2000 - Arabic Sciences and Philosophy 10 (2):259-273.
    As for Avicenna the human soul is a complete substance which does not inhere in the body nor is imprinted in it, asserting its survival after the death of the body seems easy. Yet, he needs the body to explain its individuation. The paper analyzes Avicenna's arguments in the De anima sections, V, 3 & 4, of the Shifā ' in order to explore the exact causal relation there is between the human soul and its body and confronts these arguments (...)
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  42.  19
    Moral Philosophy and Moral Life.Anne-Marie Søndergaard Christensen - 2020 - New York, NY: Oxford University Press.
    Anne-Marie Søndergaard Christensen presents a new account of the role of moral philosophy and its relationship to our ordinary moral lives. She challenges the idea that moral theories have an authoritative explanatory or action-guiding role, and develops instead a descriptive, pluralistic, and elucidatory conception of moral philosophy.
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  43.  36
    Hope in Christianity.Anne Jeffrey - 2019 - In Claudia Blöser & Titus Stahl (eds.), The Moral Psychology of Hope: An Introduction (The Moral Psychology of the Emotions). Rowman & Littlefield International. pp. 37-56.
    In this essay I aim to illuminate the nature of Christian hope by looking at the tradition’s answers to three philosophical questions and then comparing them to those of contemporary secular accounts. First, What are the possible objects of hope? Next, What are the psychological conditions a person must meet to have hope? Finally, What makes a hope rational and what makes it good for human life? I conclude by suggesting that the role of hope in bringing about social goods (...)
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  44.  27
    “Passion” versus “patience”: the effects of valence and arousal on constructive word recognition.Anne Kever, Delphine Grynberg, Arnaud Szmalec, Eleonore Smalle & Nicolas Vermeulen - 2019 - Cognition and Emotion 33 (6):1302-1309.
    ABSTRACTAccumulating evidence suggests that emotional information is often recognised faster than neutral information. Several studies examined the effects of valence and arousal on word recognition, but yielded partially diverging results. Here, we used two alternative versions of a constructive recognition paradigm in which a target word is hidden by a visual mask that gradually disappears, to investigate whether the emotional properties of words influence their speed of recognition. Participants were instructed either to classify the incrementally appearing word as emotional or (...)
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  45.  48
    Global Reporting Initiative and social impact in managing corporate responsibility: a case study of three multinationals in the forest industry.Anne Toppinen & Kaisa Korhonen-Kurki - 2013 - Business Ethics, the Environment and Responsibility 22 (1):202-217.
    We examine recent evolution in corporate responsibility in the forest industry, an important natural-resource-based industry which is under rapid internationalisation and structural change under challenging financial pressures. We address two recent trends in corporate communication: corporate disclosure, that is the adoption of consistent external reporting standards [namely the Global Reporting Initiative (GRI) ], and the growing awareness of engagement with and impact on local communities through philanthropy, generation of prosperity, communication and the social impact of core activities. This study uses (...)
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  46.  70
    Does hope morally vindicate faith?Anne Jeffrey - 2017 - International Journal for Philosophy of Religion 81 (1-2):193-211.
    Much attention in philosophy of religion has been devoted to the question of whether faith is epistemically rational. But is it morally and practically permissible? This paper explores a response to a family of arguments that Christian faith is morally impermissible or practically irrational, even if epistemically justified. After articulating the arguments, I consider how they would fare if they took seriously the traditional notion that genuine faith is always accompanied by Christian hope. I show how the norms of hope (...)
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  47.  41
    Narrative Constructions for the Organization of Self Experience: Proof of Concept via Embodied Robotics.Anne-Laure Mealier, Gregoire Pointeau, Solène Mirliaz, Kenji Ogawa, Mark Finlayson & Peter F. Dominey - 2017 - Frontiers in Psychology 8.
  48.  99
    Perceiving visually presented objects: Recognition, awareness, and modularity.Anne Treisman & Nancy Kanwisher - 1998 - Current Opinion in Neurobiology 8:218-226.
  49.  20
    Global Reporting Initiative and social impact in managing corporate responsibility: a case study of three multinationals in the forest industry.Anne Toppinen & Kaisa Korhonen-Kurki - 2013 - Business Ethics: A European Review 22 (2):202-217.
    We examine recent evolution in corporate responsibility in the forest industry, an important natural‐resource‐based industry which is under rapid internationalisation and structural change under challenging financial pressures. We address two recent trends in corporate communication: corporate disclosure, that is the adoption of consistent external reporting standards [namely the Global Reporting Initiative (GRI) ], and the growing awareness of engagement with and impact on local communities through philanthropy, generation of prosperity, communication and the social impact of core activities. This study uses (...)
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  50.  7
    Identity Work as Ethical Self-Formation: The Case of Two Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform.Anne Li Jiang - 2022 - Frontiers in Psychology 12.
    Curriculum reform urges teachers to constantly reflect on existing identities and develop probably whole new identities. Yet, in the wake of the poststructuralist view of identity as a complex matter of the social and the individual, of discourse and practice, and of agency and structure, teacher identity is a process of arguing for themselves and hence ethical and political in nature. Drawing on Foucault’s notion of ethical self-formation and its adoption by Clarke “Diagram for Doing Identity Work” in teacher education (...)
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