Results for 'Gerald T. Gardner'

982 found
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  1.  55
    Visual processing capacity and attentional control.Richard M. Shiffrin & Gerald T. Gardner - 1972 - Journal of Experimental Psychology 93 (1):72.
  2.  12
    Parallel perceptual channels at “deep” processing levels.Gerald T. Gardner & Douglas J. Joseph - 1975 - Bulletin of the Psychonomic Society 6 (6):658-660.
  3.  9
    Kinetic isotope effects and ‘metabolic switching’ in cytochrome P450‐catalyzed reactions.Gerald T. Miwa & Anthony Y. H. Lu - 1987 - Bioessays 7 (5):215-219.
    The mechanistic significance of a kinetic isotope effect on a cytochrome P‐450catalyzed reaction depends, fundamentally, on the nature of the interaction of the substrate with the active site of the enzyme as well as on the nature of the chemistry of the reaction catalyzed. Consequently, kinetic isotope effects can be used to extract information on the topology of the enzyme and the mechanism of substrate oxidation. Kinetic isotope effect studies are sometimes accompanied by ‘metabolic switching’ or a change in metabolic (...)
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  4.  18
    Canonization: Hearing the Voice of the Same God through Historically Dissimilar Traditions.Gerald T. Sheppard - 1982 - Interpretation 36 (1):21-33.
    Investigations of the early order of the canonical material in the name of unity show that the unity displayed lies more in the hermeneutical principles used than in the material itself.
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  5.  39
    Theology and the Book of Psalms.Gerald T. Sheppard - 1992 - Interpretation: A Journal of Bible and Theology 46 (2):143-155.
    While the Psalter imparts instruction to the faithful on the ways of God, it also teaches them to pray. Simply put, prayer is the effort to ask something of God and to anticipate a divine response in word, deed, or presence.
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  6.  44
    Islamic Sainthood in the Fullness of Time: Ibn Al-‘Arabī's Book of the Fabulous Gryphon’.Gerald T. Elmore - 1999 - Brill.
    This definitive study of an important Sufi work by the "Greatest Shayk" of Islamic mysticism presents a provocative new perspective on the fundamental question of the nature and authority of individual sainthood in organized, prophetic religion.
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  7.  44
    Shaykh ʿAbd al-ʿAzīz al-Mahdawī, Ibn al-ʿArabī's Mentor.Gerald T. Elmore - 2001 - Journal of the American Oriental Society 121 (4):593.
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  8.  17
    Induction of a phosphomannosyl binding lectin activity in Giardia.Honorine D. Ward, Gerald T. Keusch & Miercio E. A. Pereira - 1990 - Bioessays 12 (5):211-215.
    Giardia lamblia, a protozoan parasite that causes widespread diarrheal disease, expresses a surface membrane associated lectin, taglin, which is specifically activated by limited proteolysis with trypsin, a protease that is present in abundance at the site of infection. When activated, taglin agglutinates enterocytes which are the cells to which the parasite adheres in vivo, and in addition, binds to isolated brush border membranes of these cells. These findings suggest that this lectin may be involved in the host‐parasite interaction. Taglin is (...)
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  9.  28
    Beyond Pavlovian classical conditioning.Beatrix T. Gardner & R. Allen Gardner - 1989 - Behavioral and Brain Sciences 12 (1):143-144.
  10.  11
    Faith, Reason, and Political Life Today.Michelle E. Brady, Paul A. Cantor, Thomas Darby, Henry T. Edmondson Iii, Stephen L. Gardner, Marc D. Guerra, Gregory R. Johnson, Joseph M. Knippenberg, Peter Augustine Lawler, Daniel J. Mahoney, James F. Pontuso, Paul Seaton & Ashley Woodiwiss (eds.) - 2001 - Lexington Books.
    This rich and varied collection of essays addresses some of the most fundamental human questions through the lenses of philosophy, literature, religion, politics, and theology. Peter Augustine Lawler and Dale McConkey have fashioned an interdisciplinary consideration of such perennial and enduring issues as the relationship between nature and history, nature and grace, reason and revelation, classical philosophy and Christianity, modernity and postmodernity, repentance and self-limitation, and philosophy and politics.
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  11. Harvesting the Promise of AOPs: An assessment and recommendations.Annamaria Carusi, Mark R. Davies, Giovanni De De Grandis, Beate I. Escher, Geoff Hodges, Kenneth M. Y. Leung, Maurice Wheelan, Catherine Willet & Gerald T. Ankley - 2018 - Science of the Total Environment 628:1542-1556.
    The Adverse Outcome Pathway (AOP) concept is a knowledge assembly and communication tool to facilitate the transparent translation of mechanistic information into outcomes meaningful to the regulatory assessment of chemicals. The AOP framework and associated knowledgebases (KBs) have received significant attention and use in the regulatory toxicology community. However, it is increasingly apparent that the potential stakeholder community for the AOP concept and AOP KBs is broader than scientists and regulators directly involved in chemical safety assessment. In this paper we (...)
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  12.  51
    Book Reviews Section 3.James L. Jarrett, Walter P. Krolikowski, Charles R. Estes, Hugh C. Black, Charles S. Benson, John Lipkin, Gerald T. Kowitz, Anthony Scarangello, Langston C. Bannister, David N. Campbell, Christine C. Swarm, Steven I. Miller, David H. Ford, William J. Mathis, Don Kauchak, Paul R. Klohr, George W. Bright, Joyce Ann Rich, Edward F. Dash & Marvin Willerman - 1973 - Educational Studies 4 (3):155-168.
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  13. Does philosophy kill culture?Susan T. Gardner & Jason Chen - 2020 - Journal of Philosophy in Schools 7 (1):4.
    Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, elders, and ancestors (...)
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  14. Love Thy Neighbour? Maybe Not.Susan T. Gardner - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 421.
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  15.  40
    Empfehlungen zur Evaluation von Ethikberatung in Einrichtungen des Gesundheitswesens.Gerald Neitzke, Annette Riedel, Stefan Dinges, Uwe Fahr & Arnd T. May - 2013 - Ethik in der Medizin 25 (2):149-156.
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  16.  16
    Unity and diversity of neurelectric and psychophysical functions: The invariance question.Gerald S. Wasserman & Lolin T. Wang-Bennett - 1989 - Behavioral and Brain Sciences 12 (2):297-298.
  17. Sisyphus and Climate Change: Educating in the Context of Tragedies of the Commons.Susan T. Gardner - 2021 - Philosophies 6 (1):4.
    The tragedy of the commons is a primary contributing factor in ensuring that humanity makes no serious inroads in averting climate change. As a recent Canadian politician pointed out, we could shut down the Canadian economy tomorrow, and it would make no measurable difference in global greenhouse gas emissions. When coordinated effort is required, it would seem that doing the “right thing” alone is irrational: it will harm oneself with no positive consequences as a result. Such is the tragedy. And (...)
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  18.  26
    The reliability of preference for signaled shock.Paul Lewis & Edward T. Gardner - 1977 - Bulletin of the Psychonomic Society 9 (2):135-138.
  19.  5
    The influence of preoperative learning on the recovery of a successive brightness discrimination.T. E. LeVere & Gerald W. Morlock - 1974 - Bulletin of the Psychonomic Society 4 (5):507-509.
  20.  14
    The Incarnation: An Interdisciplinary Symposium on the Incarnation of the Son of God.Stephen T. Davis, Daniel Kendall Sj & Gerald O'collins Sj (eds.) - 2004 - Oxford University Press UK.
    This interdisciplinary study follows an international and ecumenical meeting of twenty-four scholars held in New York at Easter 2000: the Incarnation Summit. After an opening chapter, which summarizes and evaluates twelve major questions concerning the Incarnation, five chapters are dedicated to the biblical roots of this central Christian doctrine. A patristic and medieval section corrects misinterpretations and retrieves for today the significance of the Council of Chalcedon and its aftermath, as well as clarifying Aquinas' enduring metaphysical interpretation of the Incarnation. (...)
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  21.  8
    The Redemption: An Interdisciplinary Symposium on Christ as Redeemer.Stephen T. Davis, Daniel Kendall Sj & Gerald O'collins Sj (eds.) - 2004 - Oxford University Press UK.
    This interdisciplinary study follows an international and ecumenical meeting of twenty-one scholars held in New York at Easter 2003: the Redemption Summit. After an opening chapter, which explores seven central questions for writers on redemption, five chapters are dedicated to the scriptural roots of the doctrine. A section on the patristic and medieval periods then examines the interpretation of redemption through the centuries. The volume moves on to foundational and systematic issues: the problem of horrendous evil, karma and grace, and (...)
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  22.  9
    The Redemption: An Interdisciplinary Symposium on Christ as Redeemer.Stephen T. Davis, Daniel Kendall Sj & Gerald O'collins Sj (eds.) - 2004 - Oxford University Press UK.
    This interdisciplinary study follows an international and ecumenical meeting of twenty-one scholars held in New York at Easter 2003: the Redemption Summit. After an opening chapter, which explores seven central questions for writers on redemption, five chapters are dedicated to the scriptural roots of the doctrine. A section on the patristic and medieval periods then examines the interpretation of redemption through the centuries. The volume moves on to foundational and systematic issues: the problem of horrendous evil, karma and grace, and (...)
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  23.  39
    Discovering and Understanding the Meaning of Primate Signals.R. Allen Gardner & Beatrix T. Gardner - 1986 - British Journal for the Philosophy of Science 37 (4):477-495.
    This volume, edited by a philosopher and an anthropologist, is a collection of essays on the philosophical implications of laboratory and field research. While neither the best nor the worst of the genre, it is a collection that offers a representative sample of traditional themes. As practicing scientists who view the implications of behavioural research from a somewhat different perspective we offer this critical review.
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  24.  7
    Is the Good Corporation Dead?: Social Responsibility in a Global Economy.Gerald F. Cavanaugh & Richard T. DeGeorge (eds.) - 1996 - Rowman & Littlefield Publishers.
    Can corporations remain socially responsible in today's fiercely competitive global economy? For several decades after World War II, companies like IBM, which exemplified what journalist Robert J. Samuelson called the 'good corporation,' poured forth material comforts and technological ideas while guaranteeing full employment and adequate retirement. In the 1980s all of that changed, as corporations moved to 'downsize' and become lean, mean global competitors. In this collection, thirteen prominent scholars in business ethics, finance, management, and religion and six corporate leaders (...)
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  25.  73
    Thinking your way to freedom: a guide to owning your own practical reasoning.Susan T. Gardner - 2009 - Philadelphia: Temple University Press. Edited by Dirk Van Stralen.
    A Teacher's Manual for this book will be available online at www.temple.edu/tempress.
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  26. Brainwashing” evidence in light of Daubert.Gerald Ginsburg & James T. Richardson - 1998 - In Helen Reece (ed.), Law and Science. Oxford University Press. pp. 265--288.
     
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  27.  24
    An Examination of Business Ethics Curriculum in AACSB-Accredited Business Schools.Gerald L. Plumlee, T. Gregory Barrett & L. Carolyn Pearson - 2014 - Journal of Business Ethics Education 11:129-155.
    American businesses, their leaders, and the business schools that developed these leaders find themselves under public scrutiny. As a result, business programs have placed increased emphasis on developing and implementing curriculum to address business ethics, which presents practitioners with the issue of how to define, measure, and evaluate business ethics curriculum. The purpose of this study was to examine the business ethics curriculum in AACSB-accredited business schools in the U.S. A framework for defining and examining the curriculum was developed using (...)
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  28.  22
    Göttinger Thesen zur gesetzlichen Regelung des Umgangs mit Patientenverfügung und Vorsorgevollmacht.Gerald Neitzke, Ralph Charbonnier, Wolf Diemer, Arnd T. May & Thela Wernstedt - 2006 - Ethik in der Medizin 18 (2):192-194.
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  29. Commentary on 'Inquiry is no mere conversation'.Susan T. Gardner - 2015 - Journal of Philosophy in Schools 2 (1):71-91.
    There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in the (...)
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  30. Ethical and legal issues in group counseling.Gerald Corey, George T. Williams & Mary E. Moline - 1995 - Ethics and Behavior 5 (2):161 – 183.
    Legal and ethical issues involved in group work are reviewed and discussed. Variations in different professional ethics codes are discussed. Recommendations for consideration by group leaders are made.
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  31. "Back to the Future" in Philosophical Dialogue: A Plea for Changing P4C Teacher Education.Barbara Weber & Susan T. Gardner - 2009 - Analytic Teaching and Philosophical Praxis 29 (1).
    While making P4C much more easily disseminated, short-term weekend and weeklong P4C training programs not only dilute the potential laudatory impact of P4C, they can actually be dangerous. As well, lack of worldwide standards precludes the possibility of engaging in sufficiently high quality research of the sort that would allow the collection of empirical data in support the efficacy of worldwide P4C adoption. For all these reasons, the authors suggest that P4C advocates ought to insist that programs of a minimum (...)
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  32. Selling "The Reason Game".Susan T. Gardner - 2015 - Teaching Ethics 15 (1):129-136.
    There is a clear distinction between genuine and fraudulent reasoning. Being seduced by the latter can result in horrific consequences. This paper explores how we can arm ourselves, and others with the ability to recognize the difference between genuine and pseudo-reasoning, with the motivation to maintain an unbending commitment to follow the “impersonal” “norm-driven” rules of reason even in situations in which “non-reasonable” strategies appear to support short-term bests interests, and with the confidence that genuine reasoning is the best defense (...)
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  33. Human Agency.Susan T. Gardner - 2017 - International Journal of Applied Philosophy 31 (2):207-216.
    Let us suppose that we accept that humans can be correctly characterized as agents. Let us further presume that this capacity contrasts with most non-human animals. Thus, since agency is what uniquely constitutes what it is to be human, it must be of supreme importance. If these claims have any merit, it would seem to follow that, if agency can be nurtured through education, then it is an overarching moral imperative that educational initiatives be undertaken to do that. In this (...)
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  34. Using Communal Inquiry as a Way of Increasing Group Cohesion in Soccer Teams.Alex Newby, Susan T. Gardner & Arthur Wolf - 2018 - Analytic Teaching and Philosophical Praxis 39 (1):34-45.
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  35. Combatting Consumer Madness.Wayne Henry, Mort Morehouse & Susan T. Gardner - 2017 - Teaching Ethics.
    In his 2004 article “Hannah Arendt and Jean Baudrillard: Pedagogy in the Consumer Society,” Trevor Norris bemoans the degree to which contemporary education’s focus can increasingly be described as primarily nurturing “consumers in training.” He goes on to add that the consequences of such “mindless” consumerism is that it “erodes democratic life, reduces education to the reproduction of private accumulation, prevents social resistance from expressing itself as anything other than political apathy, and transforms all human relations into commercial transactions of (...)
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  36. Teaching children to think ethically.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 32 (2):75-81.
  37.  27
    Curriculum „Ethikberatung im Krankenhaus“.Arnd T. May & Gerald Neitzke - 2005 - Ethik in der Medizin 17 (4):322-326.
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  38. A dialogue in support of social justice.Susan T. Gardner & Daniel J. Anderson - 2019 - Praxis and Saber 10 (21):215-233.
    There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek (...)
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  39.  21
    Educating Selves in a Tech Addicted Age.Jason Chen & Susan T. Gardner - 2023 - Childhood and Philosophy 19:01-23.
    In this paper we argue that, if it is true that maximum self-development is better both for individuals and society, and if it is true that that self-development is being seriously curtailed by pervasive environmental tech forces, then clearly educational systems, since they are guardians of “developing” young humans, have a moral imperative to push back against forces that diminish the self. On the other hand, if it is not true that “more self is always better,” that perhaps “goodness of (...)
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  40.  8
    Respect: How Do We Get There? A Philosophical Inquiry.Eva Marsal, Barbara Weber & Susan T. Gardner (eds.) - 2013 - Berlin: Lit Verlag Fresnostre.
    What precisely do we mean by respect? How should we adjudicate between conflicting demands of respect? What obstacles stand in the way of respect? The papers contained in this international anthology were presented at the North American Association of the Community of Inquiry conference in Vancouver, Canada, in June 2012, and were the outcome of in-depth and interdisciplinary discussions around the various aspects of respect. The book is an exacting and exciting analysis of the notion of respect - an analysis (...)
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  41.  33
    Love Them or Leave Them? Respect Requires Neither.Susan T. Gardner - 2012 - International Journal of Applied Philosophy 26 (2):253-268.
    The notion of “respect for persons” is a one often closely tied to the religious edict that “we ought to love one another.” It thus appears to give rise to a command that we are obliged to nurture some kind of positive regard toward others.Taking on a slightly different hue, Kant’s notion of “respect for persons” requires that we recognize universalizing agents as autonomous, and, hence, even if fanatical (Hare), we have no grounds to condemn.In this paper, both of these (...)
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  42.  23
    Human Agency.Susan T. Gardner - 2017 - International Journal of Applied Philosophy 31 (2):207-216.
    Let us suppose that we accept that humans can be correctly characterized as agents. Let us further presume that this capacity contrasts with most non-human animals. Thus, since agency is what uniquely constitutes what it is to be human, it must be of supreme importance. If these claims have any merit, it would seem to follow that, if agency can be nurtured through education, then it is an overarching moral imperative that educational initiatives be undertaken to do that. In this (...)
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  43. Education and Resentment.Susan T. Gardner & Daniel J. Anderson - 2021 - Open Journal for Studies in Philosophy 5 (1):19-32.
    That the world is awash with resentment poses a genuine question for educators. Here, we will suggest that resentment can be better harnessed for good if we stop focusing on people and tribes and, instead, focus on systems: those invisible norms that often produce locked-in structures of social interaction. A “systems lens” is vast, so fixes will have to be an iterative process of reflection, and revision toward a more just system. Nonetheless, resentment toward the status quo may be an (...)
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  44. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education, edited by Maughn Rollins Gregory and Megan Jane Laverty.Susan T. Gardner - 2019 - Teaching Philosophy 42 (1):61-64.
  45. Perceiving “The Philosophical Child”: A Guide for the Perplexed.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 33 (2):73-76.
    Though Jana Mohr Lone refers to children’s striving to wonder, to question, to figure out how the world works and where they fit as the “philosophical self,” like its parent discipline, it could be argued that the philosophical self is actually the “parent self,”—the wellspring of all the other aspects of personhood that we traditionally parse out, e.g., the intellectual, moral, social, and emotional selves. If that is the case, then to be blind to “The Philosophical Child,” the latter being (...)
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  46.  43
    Empfehlungen zur Evaluation von Ethikberatung in Einrichtungen des Gesundheitswesens.Dr med Gerald Neitzke, Prof Dr Phil Annette Riedel, Dr Theol Stefan Dinges, Dr Phil Uwe Fahr & Dr Phil Arnd T. May - 2013 - Ethik in der Medizin 25 (2):149-156.
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  47. Communicating Toward Personhood.Susan T. Gardner - 2009 - Analytic Teaching and Philosophical Praxis 29 (1).
    Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years. And we should care, Putnam argues, because connectivity is directly related to both individual and social wellbeing on a wide variety of measures. On the other hand, social capital of the “bonding kind” brings with it the (...)
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  48. The complexity of respecting together: From the point of view of one participant of the 2012 vancouver naaci conference.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 33 (1):1-12.
    Dedication: I would like to dedicate this essay to Mort Morehouse, whose intelligence, warmth, and good humour sustains NAACI to this day. I would like, too, to dedicate this essay to Nadia Kennedy who, in her paper “Respecting the Complexity of CI,” suggests that respect for the rich non-reductive emergent memories and understandings that evolve out of participating in the sort of complex communicative interactions that we experienced at the 2012 NAACI conference requires “a turning around and looking back so (...)
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  49. Agitating for Munificence or Going Out of Business: Philosophy’s Dilemma.Susan T. Gardner - 2011 - Analytic Teaching and Philosophical Praxis 31 (1):1-4.
    Philosophy has a dirty little secret and it is this: a whole lot of philosophers have swallowed the mechanistic billiard ball deterministic view of human action—presumably because philosophy assumes that science demands it, and/or because modern attempts to articulate in what free will consists seem incoherent. This below-the-surface-purely-academic commitment to mechanistic determinism is a dirty little secret because an honest public commitment would render virtually all that is taught in philosophy departments incomprehensible. Can “lovers of wisdom” really continue to tolerate (...)
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  50.  3
    T'ongsŏp kwa chichŏk sagi: t'ongsŏp ŭn kwahak kwa inmunhak ŭl ŏttŏk'e paesin haennŭn'ga.Martin Gardner (ed.) - 2014 - Sŏul-si: Inmul kwa Sasangsa.
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