Results for 'Barbara S. Uehling'

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  1.  9
    Recall of a serial list as a function of arousal and retention interval.Barbara S. Uehling & Robert Sprinkle - 1968 - Journal of Experimental Psychology 78 (1):103.
  2.  21
    Transfer as a function of stimulus, response, and simultaneous stimulus and response similarity.Barbara S. Uehling & Benton J. Underwood - 1972 - Journal of Experimental Psychology 95 (2):375.
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  3.  6
    A Meditation on Merit.Barbara S. Stengel - 2017 - Philosophy of Education 73:560-564.
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  4.  67
    The Complex Case of Fear and Safe Space.Barbara S. Stengel - 2010 - Studies in Philosophy and Education 29 (6):523-540.
    Here I shine light on the concept of and call for safe space and on the implicit argument that seems to undergird both the concept and the call, complicating and problematizing the taken for granted view of this issue with the goal of revealing a more complex dynamic worthy of interpretive attention when determining educational response. I maintain that the usual justification for safe space covers rather than clarifies the logic of safe space and makes it difficult for an educator (...)
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  5.  19
    Practicing Courage in a Communal Key.Barbara S. Stengel - 2018 - Educational Theory 68 (2):213-233.
  6.  14
    Are Teachers Care Workers?Barbara S. Stengel - 2022 - Philosophy of Education 78 (1):169-173.
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  7.  25
    More than “mere ideas”: Deweyan tools for the contemporary philosopher.Barbara S. Stengel - 2009 - Education and Culture 25 (2):pp. 89-100.
  8.  14
    A Modest Model of Thought and Action.Barbara S. Stengel - 2017 - Educational Theory 67 (6):673-676.
  9.  35
    Com-Posting Experimental Futures: Pragmatists Making (Odd)Kin with New Materialists.Barbara S. Stengel - 2018 - Studies in Philosophy and Education 38 (1):7-29.
    Here I craft a case for recognizing the roots and patterns that ground the possibility of contemporary com-posting—as outlined in Donna Haraway’s Staying with the Trouble—by New Materialists and critical pragmatists, especially those who are affected by the social injustices and ill-advised practices of today’s formal education. I explore both Spinozan Ethics and American pragmatism in order to fashion a pattern that affects educational thought and action. That pattern of affect/affecting is one Haraway calls “attunement”, a state of co-relation that (...)
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  10.  3
    Straw (Wo)men and Whiteness: On Having the Humility to Avoid the First and Face the Second.Barbara S. Stengel - 2008 - Philosophy of Education 64:91-94.
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  11.  4
    The Useful Joy and Joyful Use of Critical Pragmatism.Barbara S. Stengel - 2019 - Philosophy of Education 75:21-26.
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  12.  9
    Creative Integration and Pragmatist Optimism: Dispositions for “the Task Before Us”.Barbara S. Stengel - 2018 - Education and Culture 34 (2):17.
    Alice laughed. "There's no use trying," she said: "one can't believe impossible things.""I daresay you haven't had much practice," said the Queen. "When I was your age, I always did it for half-an-hour a day. Why, sometimes I've believed as many as six impossible things before breakfast."In the wake of the November 2016 presidential election, countless commentators recognized what Richard Rorty knew in 1998, that the U.S. democratic system would crack under the weight of social and economic inequalities and inequities— (...)
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  13.  3
    Caring’s “Third”: Exploring and Expanding Radical Potential.Barbara S. Stengel - 2009 - Philosophy of Education 65:350-353.
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  14.  10
    Exploring the Nexus of Queer and Religious.Barbara S. Stengel - 2022 - Philosophy of Education 78 (4):1-10.
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  15.  15
    Test-taking behavior under formula and number-right scoring conditions.Barbara S. Plake, Steven L. Wise & Anne L. Harvey - 1988 - Bulletin of the Psychonomic Society 26 (4):316-318.
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  16.  2
    Receptivity and Responsibility.Barbara S. Stengel - 2018 - Philosophy of Education 74:664-668.
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  17.  44
    Simpson, Douglas B. and Jackson, Michael J. B., Educational Reform: A Deweyan Perspective.Barbara S. Stengel - 1999 - Studies in Philosophy and Education 18 (6):435-443.
  18.  16
    Why Teaching Matters: A Philosophical Guide to the Elements of Practice, Paul Farber and Dini Metro-Roland, Bloomsbury, 2020, Pp. 224.Barbara S. Stengel - 2021 - Educational Theory 71 (5):665-672.
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  19. Constantine's Pagan Vision.Barbara S. Rodgers - 1980 - Byzantion 50:259-78.
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  20.  21
    Educating Homo Oeconomicus? “The Disadvantages of a Commercial Spirit” for the Realization of Democracy and Education.Barbara S. Stengel - 2016 - Educational Theory 66 (1-2):245-261.
    At present, the structures, practice, and discourse of schooling are anchored to a “commercial spirit” that understands students, educators, and parents as economic operators trading competitively in human capital and to a discourse of failure that is disabling those who seek to understand and enact John Dewey's notion of education as democratic practice. Here Barbara Stengel illustrates both the commercial spirit in public schools and the discourse of school failure across two geopolitical settings: Shanghai, China, and urban U.S. schools. (...)
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  21.  6
    “As If We Were Called”: Responding to (Pedagogical) Responsibility.Barbara S. Stengel - 2003 - Philosophy of Education 59:195-203.
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  22.  3
    Why Whitehead? Toward a Pedagogy of the Truly Personal.Barbara S. Stengel - 2002 - Philosophy of Education 58:378-381.
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  23.  12
    Introduction to Section III: Deweyan Growth in Practice.Barbara S. Stengel - 2016 - Educational Theory 66 (1-2):227-230.
  24.  47
    Barbara Stoddard Burks.Barbara S. Bosanquet - 1944 - The Eugenics Review 36 (1):25.
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  25.  3
    Young artists’ performances in the Nineties: Acts and signs.Barbara S. Polla - 1998 - Semiotica 122 (3-4):337-346.
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  26.  2
    Introduction: Artists in Dialogue.Barbara S. Stengel - 2007 - Philosophy of Education 63:xi-xx.
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  27.  72
    Feminist Interventions in Ethics and Politics: Feminist Ethics and Social Theory.Barbara S. Andrew, Jean Clare Keller & Lisa H. Schwartzman (eds.) - 2005 - Lanham, MD: Rowman & Littlefield Publishers.
    This collection breaks new ground in four key areas of feminist social thought: the sex/gender debates; challenges to liberalism/equality; feminist ethics; and feminist perspectives on global ethics and politics in the 21st century. Altogether, the essays provide an innovative look at feminist philosophy while making substantive contributions to current debates in gender theory, ethics, and political thought.
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  28. Beauvoirs place in philosophical thought.Barbara S. Andrew - 2003 - In Claudia Card (ed.), The Cambridge Companion to Simone de Beauvoir. New York: Cambridge University Press. pp. 24--44.
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  29.  41
    After the Laughter.Barbara S. Stengel - 2014 - Educational Philosophy and Theory 46 (2):200-211.
    We humans laugh often and it is not always because something is funny. We laugh in the face of the pathetic or the powerless; sometimes we laugh at our own powerlessness or pathos.In short, we laugh at both the comical and the difficult. Here I am especially interested in the laughter that is sparked by what is difficult and how that laughter—and all laughter—breaks through to mark a range of emotional states: fear, nervousness, shame, confusion and others not viewed as (...)
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  30.  20
    i Beauvoir's place in philosophical thought.S. Andrew Barbara - 2003 - In Claudia Card (ed.), The Cambridge Companion to Simone de Beauvoir. New York: Cambridge University Press. pp. 24.
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  31.  81
    Care, Freedom, and Reciprocity in the Ethics of Simone de Beauvoir.Barbara S. Andrew - 1998 - Philosophy Today 42 (3):290-300.
  32.  19
    Sedation Before Ventilator Withdrawal.Barbara S. Edwards & Winston M. Ueno - 1991 - Journal of Clinical Ethics 2 (2):118-122.
  33.  4
    Back to Reality: A Critique of Postmodern Theory in Psychotherapy.Barbara S. Held - 1995 - W W Norton & Company.
    The author critiques postmodern/narrative theory, with its underlying antirealist/constructivist philosophy that the knower makes rather than discovers reality. As an alternative, she introduces readers to the integrative/eclective therapy movement and proposes "modest realism".
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  34.  99
    Questioning Safe Space: An Introduction.Barbara S. Stengel & Lisa Weems - 2010 - Studies in Philosophy and Education 29 (6):505-507.
  35.  31
    Abstraction in verbal paired-associate learning.Barbara S. Musgrave & Jean C. Cohen - 1966 - Journal of Experimental Psychology 71 (1):1.
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  36.  17
    Compound nonsense-syllable stimuli presented without an intervening space.Barbara S. Musgrave, Albert E. Goss & Elizabeth Shrader - 1963 - Journal of Experimental Psychology 66 (6):609.
  37.  18
    The effect of nonsense-syllable compound stimuli on latency in a verbal paired associate task.Barbara S. Musgrave - 1962 - Journal of Experimental Psychology 63 (5):499.
  38.  18
    Distributed practice in motor learning: progressively increasing and decreasing rests.Barbara S. Cook & Ernest R. Hilgard - 1949 - Journal of Experimental Psychology 39 (2):169.
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  39.  15
    Dynamics of guessing behavior: Between-group versus within-group designs.Barbara S. Plake & Steven L. Wise - 1986 - Bulletin of the Psychonomic Society 24 (4):251-253.
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  40.  80
    The "Virtues" of Positive Psychology.Barbara S. Held - 2005 - Journal of Theoretical and Philosophical Psychology 25 (1):1-34.
    How have spokespersons for the positive psychology movement presented the movement to the public and to the profession of psychology? Moreover, what are the consequences for psychology of that presentation? These questions inform my assessment of the "virtues" of positive psychology, which I interpret in two ways. First, there are the ways in which the movement implicitly presents itself as virtuous, not least by constituting itself as a corrective to "negative psychology." Second, there are the ways in which Martin Seligman, (...)
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  41.  38
    Feminist interventions in ethics and politics : an introduction.Barbara S. Andrew, Jean Keller & Lisa H. Schwartzman - 2005 - In Barbara S. Andrew, Jean Clare Keller & Lisa H. Schwartzman (eds.), Feminist Interventions in Ethics and Politics: Feminist Ethics and Social Theory. Lanham, MD: Rowman & Littlefield Publishers. pp. 1.
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  42. Love, freedom, and self-knowledge : a response to Meline.Barbara S. Andrew - 2011 - In Adrianne Leigh McEvoy (ed.), Sex, Love, and Friendship: Studies of the Society for the Philosophy of Sex and Love, 1993-2003. New York, NY: Rodopi.
  43.  16
    Peacemaking, Virtues, and Subjectivity.Barbara S. Andrew - 2000 - Social Philosophy Today 16:237-242.
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  44.  19
    Peacemaking, Virtues, and Subjectivity.Barbara S. Andrew - 2000 - Social Philosophy Today 16:237-242.
  45. Sandra Burt and Lorraine Code, eds., Changing Methods: Feminists Transforming Practice Reviewed by.Barbara S. Andrew - 1996 - Philosophy in Review 16 (5):317-319.
     
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  46.  10
    Symbols of Ancient Egypt in the Late Period: Twenty-First Dynasty.Barbara S. Lesko & Beatrice L. Goff - 1982 - Journal of the American Oriental Society 102 (2):393.
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  47. Self-respect and loving others.Barbara S. Andrew - 2011 - In Adrianne Leigh McEvoy (ed.), Sex, Love, and Friendship: Studies of the Society for the Philosophy of Sex and Love, 1993-2003. New York, NY: Rodopi.
     
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  48.  62
    The political context of sociology.Barbara S. Bosanquet - 1962 - The Eugenics Review 54 (1):37.
  49.  31
    Adult neural stem cells: Long‐term self‐renewal, replenishment by the immune system, or both?Barbara S. Beltz, Emily L. Cockey, Jingjing Li, Jody F. Platto, Kristina A. Ramos & Jeanne L. Benton - 2015 - Bioessays 37 (5):495-501.
    The current model of adult neurogenesis in mammals suggests that adult‐born neurons are generated by stem cells that undergo long‐term self‐renewal, and that a lifetime supply of stem cells resides in the brain. In contrast, it has recently been demonstrated that adult‐born neurons in crayfish are generated by precursors originating in the immune system. This is particularly interesting because studies done many years ago suggest that a similar mechanism might exist in rodents and humans, with bone marrow providing stem cells (...)
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  50.  63
    Identity without Selfhood: Bisexuality and Simone de Beauvoir.Barbara S. Andrew - 2001 - Hypatia 16 (3):161-163.
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