Results for 'Liz Fynes-Clinton'

829 found
Order:
  1. ‘Do Not Block the Way of Inquiry’: Cultivating Collective Doubt Through Sustained Deep Reflective Thinking.Gilbert Burgh, Simone Thornton & Liz Fynes-Clinton - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family Resemblances: Current trends in philosophy for children. Madrid, Spain: pp. 47-61.
    We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and (...)
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  2.  61
    Reconstruction of Thinking Across the Curriculum Through the Community of Inquiry.Kim Nichols, Gilbert Burgh & Liz Fynes-Clinton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 245-252.
    Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the acquisition and improvement (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  3.  5
    Julius CaesarThe Taming of the ShrewMuch Ado About Nothing.Ronald Berman, Timothy Seward, Michael Fynes-Clinton, Perry Mills, Mary Berry & Michael Clamp - 1994 - Journal of Aesthetic Education 28 (2):118.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  4. Questioning Allegiance: Resituating Civic Education : By Liz Jackson: A Review Symposium. [REVIEW]Liz Jackson, Kevin Williams, Candyce Reynolds & Stephen Chatelier - 2022 - Educational Philosophy and Theory 54 (1):104-109.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  5.  2
    Pharmacopoeia – A Collaboration Between the Textile Artist Susie Freeman and the General Practitioner Liz Lee.Liz Lee - 2002 - Feminist Review 72 (1):26-39.
    In this article I describe the development of my collaboration with the textile artist Susie Freeman in the production of the visual arts project Pharmacopoeia. Over the last 3 years we have created a body of work that aims to provide information about common medical treatments in a way that engages the public imagination. The work is dominated by the use of active pharmaceuticals, both pills and capsules, which are incorporated into dramatic fabrics by a process known as pocket knitting. (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  6.  18
    The Smiling Philosopher: Emotional Labor, Gender, and Harassment in Conference Spaces.Liz Jackson - 2019 - Educational Philosophy and Theory 51 (7):693-701.
    Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  7.  16
    ‘Won’T SomebodyThinkof the Children?’ Emotions, Child Poverty, and Post-Humanitarian Possibilities for Social Justice Education.Liz Jackson - 2014 - Educational Philosophy and Theory 46 (9):1069-1081.
    Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through education. However, emotional appeals increasing a sense (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  8. “Hillary Clinton is the Only Man in the Obama Administration”: Dual Character Concepts, Generics, and Gender.Sarah-Jane Leslie - 2015 - Analytic Philosophy 56 (2):111-141.
  9. The Moral Limits of the Market: The Case of Consumer Scoring Data.Clinton Castro & Adam Pham - 2019 - Ethics and Information Technology 21 (2):117-126.
    We offer an ethical assessment of the market for data used to generate what are sometimes called “consumer scores” (i.e., numerical expressions that are used to describe or predict people’s dispositions and behavior), and we argue that the assessment has ethical implications on how the market for consumer scoring data should be regulated. To conduct the assessment, we employ two heuristics for evaluating markets. One is the “harm” criterion, which relates to whether the market produces serious harms, either for participants (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  10.  42
    Why Should I Be Grateful? The Morality of Gratitude in Contexts Marked by Injustice.Liz Jackson - 2016 - Journal of Moral Education 45 (3):276-290.
    In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This article focuses on whether gratitude should be regarded as morally (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  11.  81
    Recent Work on the Concept of Gratitude in Philosophy and Psychology.Liz Gulliford, Blaire Morgan & Kristján Kristjánsson - 2013 - Journal of Value Inquiry 47 (3):285-317.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   20 citations  
  12.  17
    ‘Asian’ Perspectives on Education for Sustainable Development.Liz Jackson - 2017 - Educational Philosophy and Theory 49 (5):473-479.
  13. The Non-Conceptuality of the Content of Intuitions: A New Approach.Clinton Tolley - 2013 - Kantian Review 18 (1):107-36.
    There has been considerable recent debate about whether Kant's account of intuitions implies that their content is conceptual. This debate, however, has failed to make significant progress because of the absence of discussion, let alone consensus, as to the meaning of ‘content’ in this context. Here I try to move things forward by focusing on the kind of content associated with Frege's notion of ‘sense ’, understood as a mode of presentation of some object or property. I argue, first, that (...)
    Direct download (11 more)  
     
    Export citation  
     
    Bookmark   38 citations  
  14.  46
    Epistemic Progress: A Construct for Understanding and Evaluating Inquiry.Clinton Golding - 2012 - Educational Theory 62 (6):677-693.
    In this essay Clinton Golding introduces a new construct and area of research — epistemic progress — and argues that it can shed new light on educational inquiry. By clearly distinguishing progress through developing better ideas from progress through developing better inquiry skills , teachers and students can better understand, participate in, and evaluate inquiry. In addition, epistemic progress complements other epistemic constructs, such as “knowledge,” and could provide new insights about different kinds of inquiry or research, as well (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  15.  13
    Characterizing Conversion Points and Complex Infrastructure Systems: Creating a System Representation for Agent-Based Modeling.Liz Varga, Tonci Grubic, Philip Greening, Stephen Varga, Fatih Camci & Tom Dolan - 2014 - Complexity 19 (6):30-43.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   4 citations  
  16.  47
    Is Business Ethics Education Effective? An Analysis of Gender, Personal Ethical Perspectives, and Moral Judgment.Liz C. Wang & Lisa Calvano - 2015 - Journal of Business Ethics 126 (4):591-602.
    Although ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels, some scholars have questioned its effectiveness, and research results have been mixed. However, studies yield interesting results regarding certain factors that influence the ethicality of business students and may impact the effectiveness of business ethics instruction. One of these factors is gender. Using personal and business ethics scenarios, we examine the main and interactive effects of gender and business ethics education (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  17.  81
    The Many Faces of Constructivist Discussion.Clinton Golding - 2011 - Educational Philosophy and Theory 43 (5):467-483.
    Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher-directed discussions where students are led to construct the ‘correct’ understanding of a pre-decided conclusion; at the other extreme are unstructured discussions where students are free to (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  18.  9
    Go Home, Team America: The New Paradox of Western ‘Democracy’ Around the World.Liz Jackson & Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (11):1109-1112.
    Volume 52, Issue 11, October 2020, Page 1109-1112.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  19.  4
    Hegel, Love and Forgiveness : Positive Recognition in German Idealism.Liz Disley - 2015 - London, U.K.: Routledge.
    This study offers a new interpretation of Hegelian recognition – a central tenet of German Idealism – focusing on positive ethical behaviours, such as love and forgiveness. Building on the work of Simone de Beauvoir and Jean-Paul Sartre, Disley reassesses Hegel’s approach to the subject/object dialectic and explores the previously neglected theological dimensions of his writings. Her new interpretation offers an innovative reading of Hegel’s stance on the relationship between intersubjectivity, forgiveness and repentance in his social theory.0.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  20. Kant on the Content of Cognition.Clinton Tolley - 2012 - European Journal of Philosophy 20 (4):200-228.
    I present an argument for an interpretation of Kant's views on the nature of the ‘content [Inhalt]’ of ‘cognition [Erkenntnis]’. In contrast to one of the longest standing interpretations of Kant's views on cognitive content, which ascribes to Kant a straightforwardly psychologistic understanding of content, and in contrast as well to the more recently influential reading of Kant put forward by McDowell and others, according to which Kant embraces a version of Russellianism, I argue that Kant's views on this topic (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   12 citations  
  21.  58
    Kant on the Content of Cognition.Clinton Tolley - 2014 - European Journal of Philosophy 22 (2):200-228.
    I present an argument for an interpretation of Kant's views on the nature of the ‘content [Inhalt]’ of ‘cognition [Erkenntnis]’. In contrast to one of the longest standing interpretations of Kant's views on cognitive content, which ascribes to Kant a straightforwardly psychologistic understanding of content, and in contrast as well to the more recently influential reading of Kant put forward by McDowell and others, according to which Kant embraces a version of Russellianism, I argue that Kant's views on this topic (...)
    Direct download  
     
    Export citation  
     
    Bookmark   19 citations  
  22. Kant on the Place of Cognition in the Progression of Our Representations.Clinton Tolley - 2017 - Synthese:1-30.
    I argue for a new delimitation of what Kant means by ‘cognition [Erkenntnis]’, on the basis of the intermediate, transitional place that Kant gives to cognition in the ‘progression [Stufenleiter]’ of our representations and our consciousness of them. I show how cognition differs from mental acts lying earlier on this progression—such as sensing, intuiting, and perceiving—and also how cognition differs from acts lying later on this progression—such as explaining, having insight, and comprehending. I also argue that cognition should not be (...)
    Direct download  
     
    Export citation  
     
    Bookmark   9 citations  
  23. The Generality of Kant's Transcendental Logic.Clinton Tolley - 2012 - Journal of the History of Philosophy 50 (3):417-446.
  24. Is the Attention Economy Noxious?Clinton Castro & Adam Pham - 2020 - Philosophers' Imprint 20 (17):1-13.
    A growing amount of media is paid for by its consumers through their very consumption of it. Typically, this new media is web-based and paid for by advertising. It includes the services offered by Facebook, Instagram, Snapchat, and YouTube. We offer an ethical assessment of the attention economy, the market where attention is exchanged for new media. We argue that the assessment has ethical implications for how the attention economy should be regulated. To conduct the assessment, we employ two heuristics (...)
    Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark   3 citations  
  25.  52
    We Made Progress: Collective Epistemic Progress in Dialogue Without Consensus.Clinton Golding - 2013 - Journal of Philosophy of Education 47 (3):423-440.
    Class discussions about ethical, social, philosophical and other controversial issues frequently result in disagreement. This leaves a problem: has there been any progress? This article introduces and analyses the concept ‘collective epistemic progress’ in order to resolve this problem. The analysis results in four main ways of understanding, guiding and judging collective epistemic progress in the face of seemingly irreconcilable differences. Although it might seem plausible to analyse and judge collective epistemic progress by the increasing vigour of the dialogue community, (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  26.  19
    Must Children Sit Still? The Dark Biopolitics of Mindfulness and Yoga in Education.Liz Jackson - 2020 - Educational Philosophy and Theory 52 (2):120-125.
    Volume 52, Issue 2, February 2020, Page 120-125.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  27.  13
    Foucault's Legacy for Nursing: Are We Beneficiaries or Intestate Heirs?Michael E. Clinton & Rusla Anne Springer - 2016 - Nursing Philosophy 17 (2):119-131.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  28.  63
    Capitalist Patriarchy and the Case for Socialist Feminism.Liz Kennedy, June Lapidus & Zillah Eisenstein - 1980 - Feminist Studies 6 (3):571.
  29.  3
    Call to Action: Empowering Patients and Families to Initiate Clinical Ethics Consultations.Liz Blackler, Amy E. Scharf, Konstantina Matsoukas, Michelle Colletti & Louis P. Voigt - forthcoming - Journal of Medical Ethics:medethics-2021-107426.
    Clinical ethics consultations exist to support patients, families and clinicians who are facing ethical or moral challenges related to patient care. They provide a forum for open communication, where all stakeholders are encouraged to express their concerns and articulate their viewpoints. Ethics consultations can be requested by patients, caregivers or members of a patient’s clinical or supportive team. Although patients and by extension their families are the common denominators in most ethics consultations, these constituents are the least likely to request (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  30. Kant on the Nature of Logical Laws.Clinton Tolley - 2006 - Philosophical Topics 34 (1/2):371-407.
  31. British Lesbian Poetics: A Brief Exploration.Liz Yorke - 1999 - Feminist Review 62 (1):78-90.
    In a post-feminist, post-lesbian feminist, postmodern or queer world, should lesbian work remain clearly identifiable, even when it refuses to claim lesbian identity as such? Scanning anthologies from the past three decades of lesbian poetry, and focusing particularly on the work of Maureen Duffy, Marge Yeo, Dorothea Smartt, Gillian Spraggs and Carol Ann Duffy, Liz Yorke addresses issues of lesbian visibility, lesbian identification, lesbian desire, and lesbian performativity. How do we identify what constitutes a lesbian poetic in an era when (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  32.  60
    Kant on the Role of the Imagination (and Images) in the Transition From Intuition to Experience.Clinton Tolley - 2019 - In Konstantin Pollok & Gerad Gentry (eds.), Imagination in German Idealism and Romanticism. Cambridge, UK: pp. 27-47.
    In this chapter I will argue against both of these interpretations and will begin to develop an alternate account of imagination in experience. Against those who minimize imagination’s role, I will highlight the distinctive contribution of the imagination to experience. In particular, I will foreground the specific role that the imagination plays in making possible the distinct mental act, intermediate between intuition and experience, that Kant calls “perception [Wahrnehmung]” as the “empirical consciousness [Bewußtsein]” of appearances (cf. B207). Because perception involves (...)
    Direct download  
     
    Export citation  
     
    Bookmark   3 citations  
  33. 18 Ethical Issues in Practical Contexts.Liz Bondi - 1999 - In James D. Proctor & David Marshall Smith (eds.), Geography and Ethics: Journeys in a Moral Terrain. Routledge. pp. 251.
     
    Export citation  
     
    Bookmark  
  34.  6
    Philosophy of Education in a New Key: Snapshot 2020 From the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-17.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  35. How Is Meaning Grounded in the Organism?Liz Stillwaggon Swan & Louis J. Goldberg - 2010 - Biosemiotics 3 (2):131-146.
    In this paper we address the interrelated questions of why and how certain features of an organism’s environment become meaningful to it. We make the case that knowing the biology is essential to understanding the foundation of meaning-making in organisms. We employ Miguel Nicolelis et al’s seminal research on the mammalian somatosensory system to enrich our own concept of brain-objects as the neurobiological intermediary between the environment and the consequent organismic behavior. In the final section, we explain how brain-objects advance (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  36.  10
    Poor Readers' Retrieval Mechanism: Efficient Access is Not Dependent on Reading Skill.Clinton L. Johns, Kazunaga Matsuki & Julie A. Van Dyke - 2015 - Frontiers in Psychology 6.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  37.  11
    Multiutility Service Companies: A Complex Systems Model of Increasing Resource Efficiency.Liz Varga, Marguerite Robinson & Peter Allen - 2016 - Complexity 21 (S1):23-33.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  38.  10
    ¿Un mundo nuevo? Realidad virtual, realidad aumentada, inteligencia artificial, humanidad mejorada, Internet de las cosas.Antonio Manuel Liz Gutiérrez - 2020 - Arbor 196 (797):572.
    Las nuevas tecnologías parecen estar cambiando radicalmente nuestro mundo. Analizamos aquí las condiciones para que esto sea así con relación a un grupo muy importante de fenómenos vinculados a las tecnologías computacionales y a las biotecnologías, que responden a denominaciones de uso ya muy extendido, en buena medida gracias a los medios de comunicación: realidad virtual, realidad aumentada, inteligencia artificial, humanidad mejorada e Internet de las cosas. Argumentamos que la inteligencia artificial ocupa entre ellos un lugar central y que la (...)
    No categories
    Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  39. Camouflaged Physical Objects: The Intentionality of Perception.Manuel Liz - 2006 - Theoria: Revista de Teoría, Historia y Fundamentos de la Ciencia 21 (2):165-184.
    This paper is about perception and its objects. My aim is to suggest a new way to articulate some of the central ideas of direct realism. Sections 1 and 2 offer from different perspectives a panoramic view of the main problems and options in the philosophy of perception. Section 3 introduces the notion of “camouflage” as an interesting and promising alternative in order to explain the nature of the intentional objects of perception. Finally, section 4 makes use of this new (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark  
  40. Is There a Duty to Be a Digital Minimalist?Timothy Aylsworth & Clinton Castro - 2021 - Journal of Applied Philosophy 38 (4):662-673.
    The harms associated with wireless mobile devices (e.g. smartphones) are well documented. They have been linked to anxiety, depression, diminished attention span, sleep disturbance, and decreased relationship satisfaction. Perhaps what is most worrying from a moral perspective, however, is the effect these devices can have on our autonomy. In this article, we argue that there is an obligation to foster and safeguard autonomy in ourselves, and we suggest that wireless mobile devices pose a serious threat to our capacity to fulfill (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  41. Did Clinton Say Something False?J. M. Saul - 2000 - Analysis 60 (3):255-257.
    No categories
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  42.  16
    Sobre nudos y arañas:¿ Cuánta determinación, y de qué tipo, podría llegar a aceptar un compatibilista respecto a la libertad?Manuel Liz - 2009 - Revista de Filosofía (Madrid) 34 (1):139-154.
    No categories
    Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark   1 citation  
  43.  8
    Women Philosophers of Seventeenth-Century England: Selected Correspondence, Edited by Jacqueline Broad.Liz Goodnick - 2021 - Teaching Philosophy 44 (2):213-217.
  44.  2
    In Search of a Problem: Mapping Controversies Over NHS (England) Patient Data with Digital Tools.Liz McFall & David Moats - 2019 - Science, Technology, and Human Values 44 (3):478-513.
    There is a long history in science and technology studies of tracking problematic objects, such as controversies, matters of concern, and issues, using various digital tools. But what happens when public problems do not play out in these familiar ways? In this paper, we will think through the methodological implications of studying “problems” in relation to recent events surrounding the sharing of patient data in the National Health Service in the United Kingdom. When a data sharing agreement called care.data was (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  45.  21
    Biosymbols: Symbols in Life and Mind. [REVIEW]Liz Stillwaggon Swan & Louis J. Goldberg - 2010 - Biosemiotics 3 (1):17-31.
    The strong continuity thesis postulates that the properties of mind are an enriched version of the properties of life, and thus that life and mind differ in degree and not kind. A philosophical problem for this view is the ostensive discontinuity between humans and other animals in virtue of our use of symbols—particularly the presumption that the symbolic nature of human cognition bears no relation to the basic properties of life. In this paper, we make the case that a genuine (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  46. The Imprecise Impermissivist’s Dilemma.Clinton Castro & Casey Hart - 2019 - Synthese 196 (4):1623-1640.
    Impermissivists hold that an agent with a given body of evidence has at most one rationally permitted attitude that she should adopt towards any particular proposition. Permissivists deny this, often motivating permissivism by describing scenarios that pump our intuitions that the agent could reasonably take one of several attitudes toward some proposition. We criticize the following impermissivist response: while it seems like any of that range of attitudes is permissible, what is actually required is the single broad attitude that encompasses (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  47.  32
    A Phenomenology of Love and Hate. By Peter Hadreas.Liz Disley - 2010 - Heythrop Journal 51 (3):520-521.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  48.  8
    Assessing Ethics Education Needs in the MBA Program.Clinton H. Richards, Joseph Gilbert & James R. Harris - 2002 - Teaching Business Ethics 6 (4):447-476.
  49.  17
    Hardworking as a Heuristic for Moral Character: Why We Attribute Moral Values to Those Who Work Hard and Its Implications.Clinton Amos, Lixuan Zhang & David Read - 2019 - Journal of Business Ethics 158 (4):1047-1062.
    The Protestant Work Ethic is a powerful force in Western culture with far reaching effects on our values and judgments. While research on PWE as a cultural value is abundant in diverse disciplines, little research has explored how this cultural value facilitates the use of heuristics when evaluating the morality of others. Using both PWE and illusory correlation as foundations, this paper explores whether people attribute positive moral characteristics to others merely based upon a description as hardworking. Three experiments suggest (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  50.  88
    Frege's Elucidatory Holism.Clinton Tolley - 2011 - Inquiry: An Interdisciplinary Journal of Philosophy 54 (3):226-251.
    Abstract I argue against the two most influential readings of Frege's methodology in the philosophy of logic. Dummett's ?semanticist? reading sees Frege as taking notions associated with semantical content?and in particular, the semantical notion of truth?as primitive and as intelligible independently of their connection to the activity of judgment, inference, and assertion. Against this, the ?pragmaticist? reading proposed by Brandom and Ricketts sees Frege as beginning instead from the independent and intuitive grasp that we allegedly have on the latter activity (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
1 — 50 / 829