Results for 'Mark E. Borrello'

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  1.  8
    Mark E. Borrello. Evolutionary Restraints: The Contentious History of Group Selection. xi + 215 pp., illus., fig., bibl., index. Chicago/London: University of Chicago Press, 2010. $40. [REVIEW]Patricia Princehouse - 2013 - Isis 104 (1):147-148.
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  2.  12
    Radicals and revolution.Mark E. Borrello - 2004 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 35 (1):209-216.
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  3.  24
    Synthesis and Selection: Wynne-Edwards' Challenge to David Lack.Mark E. Borrello - 2003 - Journal of the History of Biology 36 (3):531-566.
    David Lack of Oxford University and V. C. Wynne- Edwards of Aberdeen University were renowned ornithologists with contrasting views of the modern synthesis which deeply influenced their interpretation and explanation of bird behavior. In the 1950's and 60's Lack became the chief advocate of neo-Darwinism with respect to avian ecology, while Wynne- Edwards developed his theory of group selection. Lack 's position was consistent with the developing focus on individual level adaptation, which was a core concept of the modern synthesis. (...)
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  4.  15
    The farmer, the hunter, and the census taker: three distinct views of animal behavior.Mark E. Borrello - 2010 - History and Philosophy of the Life Sciences 32 (1).
  5. Radicals and revolution: The structure of evolutionary theory Stephen Jay Gould; Harvard University Press, Cambridge, MA & London, 2002, pp. xxi+ 1433, Price $39.95 hardback, ISBN 0-674-00613-5. [REVIEW]Mark E. Borrello - 2004 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 35 (1):209-216.
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  6.  17
    Angela N. H. Creager ;, Elizabeth Lunbeck ;, M. Norton Wise . Science without Laws: Model Systems, Cases, and Exemplary Narratives. 312 pp., figs., index. Durham, N.C.: Duke University Press, 2007. $22.95. [REVIEW]Mark E. Borrello - 2008 - Isis 99 (3):664-665.
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  7.  8
    Radicals and revolution.Mark E. Borrello - 2004 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 35 (1):209-216.
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  8.  6
    Richard York;, Brett Clark. The Science and Humanism of Stephen Jay Gould. 223 pp., index. New York: Monthly Review Press, 2011. $16.95. [REVIEW]Mark E. Borrello - 2012 - Isis 103 (1):214-215.
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  9.  5
    Jan Sapp. The New Foundations of Evolution: On the Tree of Life. xxii + 425 pp., illus., bibl., index. New York: Oxford University Press, 2009. $39.95. [REVIEW]Mark E. Borrello - 2011 - Isis 102 (1):154-155.
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  10.  16
    Shame, Political Accountability, and the Ethical Life of Politics: Critical Exchange on Jill Locke’s Democracy and the Death of Shame and Mark E. Button’s Political Vices.Jill Locke & Mark E. Button - 2019 - Political Theory 47 (3):391-408.
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  11. Missing the Mark: Sin and Its Consequences in Biblical Theology.Mark E. Biddle - 2005
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  12. Mark E. Cory.E. Cory - 1989 - In Richard Kostelanetz (ed.), Esthetics Contemporary. Prometheus Books. pp. 405.
     
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  13. Designing Deliberative Democracy: The British Columbia Citizens' Assembly.Mark E. Warren & Hilary Pearse (eds.) - 2008 - Cambridge University Press.
    Is it possible to advance democracy by empowering ordinary citizens to make key decisions about the design of political institutions and policies? In 2004, the government of British Columbia embarked on a bold democratic experiment: it created an assembly of 160 near-randomly selected citizens to assess and redesign the province's electoral system. The British Columbia Citizens' Assembly represents the first time a citizen body has had the power to reform fundamental political institutions. It was an innovative gamble that has been (...)
     
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  14. Vector reliability: A new approach to epistemic justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237 - 262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  15. Democracy and Association.Mark E. Warren, Nina Eliasoph, Amy Gutmann & John Ehrenberg - 2002 - Political Theory 30 (2):289-298.
  16.  11
    Vector Reliability: A new Approach to Epistemic Justification.Mark E. Wunderlich - 2003 - Synthese 136 (2):237-262.
    Critics of reliability theories of epistemic justificationoften claim that the `generality problem' is an insurmountabledifficulty for such theories. The generality problem is theproblem of specifying the level of generality at which abelief-forming process is to be described for the purposeof assessing its reliability. This problem is not asintractable as it seems. There are illuminating solutionsto analogous problems in the ethics literature. Reliabilistsought to attend to utilitarian approaches to choices betweeninfinite utility streams; they also ought to attend towelfarist approaches to social (...)
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  17.  86
    What Should we Expect from More Democracy?Mark E. Warren - 1996 - Political Theory 24 (2):241-270.
  18. When Teachers Must Let Education Hurt: Rousseau and Nietzsche on Compassion and the Educational Value of Suffering.Mark E. Jonas - 2010 - Journal of Philosophy of Education 44 (1):45-60.
    Avi Mintz has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator's desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity. Compassion leads many teachers to unreflectively alleviate student struggles. While there are certainly times when (...)
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  19.  31
    Education for Epiphany: The Case of Plato's Lysis.Mark E. Jonas - 2015 - Educational Theory 65 (1):39-51.
    While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the (...)
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  20.  19
    A modern learning theory perspective on the etiology of panic disorder.Mark E. Bouton, Susan Mineka & David H. Barlow - 2001 - Psychological Review 108 (1):4-32.
  21.  78
    What Can Democratic Participation Mean Today?Mark E. Warren - 2002 - Philosophy Today 30 (5):677-701.
  22. A (R)evaluation of Nietzsche’s Anti-democratic Pedagogy: The Overman, Perspectivism, and Self-overcoming.Mark E. Jonas - 2008 - Studies in Philosophy and Education 28 (2):153-169.
    In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and (...)
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  23. Finding truth in 'lies': Nietzsche's perspectivism and its relation to education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  24.  18
    Finding Truth in ‘Lies’: Nietzsche's Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  25. How to study adaptation (and why to do it that way).Mark E. Olson & Alfonso Arroyo-Santos - 2015 - Quarterly Review of Biology 90 (2):167-191.
    Some adaptationist explanations are regarded as maximally solid and others fanciful just-so stories. Just-so stories are explanations based on very little evidence. Lack of evidence leads to circular-sounding reasoning: “this trait was shaped by selection in unseen ancestral populations and this selection must have occurred because the trait is present.” Well-supported adaptationist explanations include evidence that is not only abundant but selected from comparative, populational, and optimality perspectives, the three adaptationist subdisciplines. Each subdiscipline obtains its broad relevance in evolutionary biology (...)
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  26.  35
    What should and should not be said: Deliberating sensitive issues.Mark E. Warren - 2005 - Journal of Social Philosophy 37 (2):163–181.
  27.  35
    Three Misunderstandings of Plato's Theory of Moral Education.Mark E. Jonas - 2016 - Educational Theory 66 (3):301-322.
    In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher-kings can attain true knowledge of virtue and it is they who should govern (...)
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  28.  81
    Dewey's Conception of Interest and its Significance for Teacher Education.Mark E. Jonas - 2011 - Educational Philosophy and Theory 43 (2):112-129.
    Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child-centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over-rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over-reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his (...)
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  29.  4
    Taste discrimination learning in preweanling rats.Mark E. Stanton & Michelle M. Nicolle - 1990 - Bulletin of the Psychonomic Society 28 (4):319-322.
  30.  66
    Thinking in continua: Beyond the adaptive radiation metaphor.Mark E. Olson & Alfonso Arroyo-Santos - 2009 - Bioessays 31 (12):1337-1346.
    ‘‘Adaptive radiation’’ is an evocative metaphor for explosive evolutionary divergence, which for over 100 years has given a powerful heuristic to countless scientists working on all types of organisms at all phylogenetic levels. However, success has come at the price of making ‘‘adaptive radiation’’ so vague that it can no longer reflect the detailed results yielded by powerful new phylogeny-based techniques that quantify continuous adaptive radiation variables such as speciation rate, phylogenetic tree shape, and morphological diversity. Attempts to shoehorn the (...)
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  31.  18
    Contract, Culture, and Citizenship: Transformative Liberalism From Hobbes to Rawls.Mark E. Button - 2008 - Pennsylvania State University Press.
    "Explores the concept of the social contract and how it shapes citizenship. Argues that the modern social contract is an account of the ethical and cultural conditions upon which modern citizenship depends"--Provided by publisher.
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  32.  17
    Infinitary intuitionistic logic from a classical point of view.Mark E. Nadel - 1978 - Annals of Mathematical Logic 14 (2):159-191.
  33.  11
    Mendeleyev revisited.E. G. Marks & J. A. Marks - 2021 - Foundations of Chemistry 23 (2):215-223.
    Despite the periodic table having been discovered by chemists half a century before the discovery of electronic structure, modern designs are invariably based on physicists’ definition of periods. This table is a chemists’ table, reverting to the phenomenal periods that led to the table’s discovery. In doing so, the position of hydrogen is clarified.
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  34.  62
    Roberts on Depletion: How Much Better Can We Do for Future People?Mark E. Greene - 2016 - Utilitas 28 (1):108-118.
    Suppose that Depletion will reduce the well-being of future people. Many of us would like to say that Depletion is wrong because of the harm to future people. However, it can easily be made to seem that Depletion is actually harmless – this is the non-identity problem. I discuss a particularly ingenious attempt by Melinda Roberts to attribute a harm to Depletion. I will argue that the magnitude of Roberts's harm is off target by many orders of magnitude: it is (...)
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  35.  95
    Appetite, Reason, and Education in Socrates' 'City of Pigs'.Mark E. Jonas, Yoshiaki M. Nakazawa & James Braun - 2012 - Phronesis 57 (4):332-357.
    In Book II of the Republic, Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the `true city ' and the `healthy one'. Nearly all commentators have argued that Socrates' praise of the city cannot be taken at face value, claiming that it does not represent Socrates' preferred community. The point of this paper is to argue otherwise. The claim (...)
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  36. Behavior systems and the contextual control of anxiety, fear, and panic.Mark E. Bouton - 2005 - In Lisa Feldman Barrett, Paula M. Niedenthal & Piotr Winkielman (eds.), Emotion and Consciousness. Guilford Press.
  37.  36
    Two Issues in Computer Ethics for Non-Programmers.Mark E. Wunderlich - 2010 - International Journal of Applied Philosophy 24 (2):255-264.
    Two of the distinctive ethical issues that arise for computer users (as opposed to computer programmers) have to do with the file formats that are used to encode information and the licensing terms for computer software. With respect to both issues, most professional philosophers do not recognize the burdens that they impose on others. Once one recognizes these burdens, a very simple argument demands changes in the behavior of the typical computer user: some of the ways we use computers gratuitously (...)
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  38.  33
    Indirect utility, justice, and equality in the political thought of David Hume.Mark E. Yellin - 2000 - Critical Review: A Journal of Politics and Society 14 (4):375-389.
    Abstract Differing interpretations of the political thought of David Hume have tended to emphasize either conservative, gradualist elements similar to Burke or rationalist aspects similar to Hobbes. The concept of indirect utility as used by Hume reconciles these two approaches. Indirect utility is best illustrated by Hume's conception of justice, in contrast to his conception of benevolence, which yields direct benefits. This understanding of Hume's consequentialism also helps underscore certain egalitarian aspects of Hume's thought.
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  39.  2
    Contract, Culture, and Citizenship: Transformative Liberalism From Hobbes to Rawls.Mark E. Button - 2010 - Pennsylvania State University Press.
    The idea of the social contract has typically been seen in political theory as legitimating the exercise of governmental power and creating the moral basis for political order. Mark Button wants to draw our attention to an equally crucial, but seldom emphasized, role for the social contract: its educative function in cultivating the habits and virtues that citizens need to fulfill the promises that the social contract represents. In this book, he retells the story of social contract theory as (...)
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  40.  15
    Foreplay.Mark E. Workman - 1991 - Substance 20 (1):3.
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  41.  5
    Sustainable Agriculture: A Christian Ethic of Gratitude.Mark E. Graham - 2005 - Pilgrim Press.
    This book . . . is an invitation to all Christians to begin constructing a food ethics; to the academic Christian ethicist, it presents an opportunity to join a discussion on a topic relevant in so many ways to the life of every American; to the Christian for whom the spark of the divine is detectable in the everyday life, it is a chance to begin making ethical sense out of something done every day for the entirety of one's natural (...)
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  42.  16
    The Use and Abuses of Emulation as a Pedagogical Practice.Mark E. Jonas & Drew W. Chambers - 2017 - Educational Theory 67 (3):241-263.
    From the late eighteenth through the end of the nineteenth century, educational philosophers and practitioners debated the benefits and shortcomings of the use of emulation in schools. During this period, “emulation” referred to a pedagogy that leveraged comparisons between students as a tool to motivate them to higher achievement. Many educationists praised emulation as a necessary and effective motivator. Other educationists condemned it for its tendency to foster invidious competition between students and to devalue learning. Ultimately, by the late nineteenth (...)
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  43. What can participatory democracy mean today.Mark E. Warren - 2002 - Political Theory 30 (5):677-701.
  44.  22
    Reading Emerson in Neoliberal Times.Mark E. Button - 2015 - Political Theory 43 (3):312-333.
    Nineteenth-century American political thinkers like Emerson, Thoreau, and Whitman advocated for and sought to exemplify a life of self-direction and critical self-reflection, or personal autonomy, as a means of contesting entrenched routines of democratic-capitalist normalization and as a way of resisting a host of institutional disciplinary pressures. Today, the ideal of personal autonomy within a diverse liberal society is branded by many as a form of “comprehensive” disciplinary normalization in its own right. In this essay I offer a reconsideration of (...)
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  45. Max Weber's Nietzschean conception of power.Mark E. Warren - 1992 - History of the Human Sciences 5 (3):19-37.
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  46.  10
    Review of Robert Trivers’s The Folly of Fools: The Logic of Deceit and Self-Deception in Human Life. [REVIEW]Mark E. Laidre & Katherine A. Epstein - 2014 - Human Nature 25 (2):285-297.
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  47.  15
    Conducting ethical research with correctional populations: Do researchers and IRB members know the federal regulations?Mark E. Johnson, Christiane Brems, Bridget L. Hanson, Staci L. Corey, Gloria D. Eldridge & Kristen Mitchell - 2014 - Research Ethics 10 (1):6-16.
    Conducting or overseeing research in correctional settings requires knowledge of specific federal rules and regulations designed to protect the rights of individuals in incarceration. To investigate the extent to which relevant groups possess this knowledge, using a 10-item questionnaire, we surveyed 885 IRB prisoner representatives, IRB members and chairs with and without experience reviewing HIV/AIDS correctional protocols, and researchers with and without correctional HIV/AIDS research experience. Across all groups, respondents answered 4.5 of the items correctly. Individuals who have overseen or (...)
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  48.  67
    Gratitude, Ressentiment, and Citizenship Education.Mark E. Jonas - 2011 - Studies in Philosophy and Education 31 (1):29-46.
    Patricia White (Stud Philos Educ 18:43–52, 1999) argues that the virtue gratitude is essential to a flourishing democracy because it helps foster universal and reciprocal amity between citizens. Citizens who participate in this reciprocal relationship ought to be encouraged to recognize that “much that people do does in fact help to make communal civic life less brutish, pleasanter and more flourishing.” This is the case even when the majority of citizens do not intentionally seek to make civic life better for (...)
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  49.  46
    Book ReviewsAndrew Rehfeld,. The Concept of Constituency: Political Representation, Democratic Legitimacy, and Institutional Design.Cambridge: Cambridge University Press, 2005. Pp. xvii+259. $75.00. [REVIEW]Mark E. Warren - 2006 - Ethics 117 (1):139-143.
  50.  29
    Risking Belief: A Bayesian Decision Theoretic Epistemology.Mark E. Sargent - unknown
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